Comparing the outcomes of online listening versus online text-based tasks in University-level Italian L2 study
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Author
ABSALOM, MATTHEW; RIZZI, ANDREADate
2008Source Title
ReCALLPublisher
Cambridge JournalsAffiliation
Arts: Department of French and Italian StudiesMetadata
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Journal (Paginated)Citations
Absalom, M., & Rizzi, A. (2007) Comparing the outcomes of online listening versus online text-based tasks in University-level Italian L2 study. ReCALL, 20(1), 55-66.Access Status
Open AccessDescription
The definitive version is published in ReCall published by CUP. ©Cambridge University Press, Absalom, M., & Rizzi, A. (2007) Comparing the outcomes of online listening versus online text-based tasks in University-level Italian L2 study. ReCALL, 20(1), 55-66. http://journals.cambridge.org/
Abstract
In this paper, we describe an initial exploratory study designed to compare the outcomes of online listening and online text-based tasks in the context of the study of Italian at The University of Melbourne. Our findings allow us to characterise online listening and online reading as a qualitative difference between deep and surface approaches to learning. Online listening seems to promote an integrative orientation and heighten students’ desire to deconstruct and understand texts. There also appears to be higher vocabulary acquisition and knowledge retention with online listening tasks.
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