(Ph.D., The Ohio State University) is Assistant Professor and Director of the Undergraduate Spanish Program in the Department of Romance Languages and Literatures, University of Cincinnati, OH.
Phases of Listening to Authentic Input in Spanish: A Descriptive Study
Article first published online: 31 DEC 2008
© 1992 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 25, Issue 4, pages 317–333, September 1992
How to Cite
Bacon, S. M. (1992), Phases of Listening to Authentic Input in Spanish: A Descriptive Study. Foreign Language Annals, 25: 317–333. doi: 10.1111/j.1944-9720.1992.tb00552.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT The study reported here is a descriptive analysis of an experiment in which learners listened to two radio broadcasts in Spanish, then reported on their strategies, comprehension, learning, level of confidence, and affective response to this input. Statistical analyses provided evidence of significant differences first, between male and female listeners in strategies, confidence, and affective response (Bacon, 4); and second, between effective and less effective listeners in both their level of comprehension and learning (Bacon, 3). The present paper describes in detail elements learners had in common, as well as some that seemed idiosyncratic, as they attempted to make sense of what they heard. The resulting description provides flesh and color to strategies and learning that have been previously categorized in a generic manner. Moreover, this qualitative analysis sheds additional light on listening process and effective listening strategies when dealing with authentic input.