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Application of a Self-Annotated Transcription Task in an EFL Listening Context

  • Modern English Education
  • Abbr : MEESO
  • 2020, 21(3), pp.37-47
  • DOI : 10.18095/meeso.2020.21.3.37
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : June 9, 2020
  • Accepted : August 14, 2020
  • Published : August 31, 2020

Jae Hee Yang 1 Minjung Kang 2

1한국외국어대학교
2동양미래대학교

Accredited

ABSTRACT

In the present study, types of listening errors and self-annotations produced by Korean L2 learners of English were investigated in order to gain valuable insight not only into the problems they commonly experience during listening but also into the decoding processes they go through in a more comprehensive way. Twenty undergraduate students participated in a uniquely developed ‘self-annotated transcription (SAT) task’ in which they were asked to transcribe English sentences and note any difficulties they faced during listening. The results suggest that the L2 listeners’ errors can be categorized into 6 types (i.e., segmentation, substitution, omission, spelling, insertion and blank). Moreover, the results from an analysis of the self-annotation types demonstrate that the L2 learners in the present study resolved difficulties using a combination of both bottom-up and topdown information more often than either of these two types of information alone. The viability of this particular task in an EFL listening context was further explored by means of a post-task questionnaire with the students and an in-depth interview with the teacher, and the results indicate that the SAT task is readily applicable to L2 listening classes and can benefit both students and teachers.

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