| A fundamental component of listening comprehension that is neglected in second language empirical studies is that of the effect of word rate on the listening comprehension of second language learners. One line of research to investigate listening comprehension is through speech expansion, or the slowing down of speech. This study investigated the effects of: three different word rates on the recall of native aural texts, exposure to native aural discourse on listening comprehension, and an absence of background knowledge on listening comprehension.;Third-quarter university Spanish students at The Ohio State University listened to three aural passages presented at three rates of speech. A random sample of 90 subjects was included for final data analysis. Rate of speech was manipulated by the 135% and 150% expansion of the original rate of speech (approximately 156 WPM). A two-factor between-within analysis of variance design was employed. The within factor, text, included three simulated radio broadcasts. Word rate, the between factor, had three levels of speed. The dependent variable was the percentage of text material recalled on an immediate recall protocol. The Johnson System of scoring was utilized.;The study's findings revealed no significant differences between treatment group means (.05 level) for the three word rates and a significant difference between treatment group means for texts. Background knowledge, which was controlled for, may have been a contributing factor in the results. The absence of background knowledge may have precluded word rate from having a facilitative effect on listening comprehension. Another reason why there were no differential effects of word rate on listening comprehension may be attributable to the difficulty level of the texts. Students may not have had sufficient experience with authentic extended aural discourse, which rendered the texts to be of minimal comprehensibility. A final reason may be attributable to the recall protocol procedures employed. Subjects may have had difficulty recalling textual information after extended exposure to the texts without being permitted to take notes or write a recall after each of the two exposures. Student unfamiliarity with this recall procedure may have confounded any effects of word rate on listening comprehension. |
