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, ANDREA
    Date
    2008
    Source Title
    ReCALL
    Publisher
    Cambridge Journals
    University of Melbourne Author/s
    Absalom, Matthew; Rizzi, Andrea
    Affiliation
    Arts: Department of French and Italian Studies
    Metadata
    Show full item record
    Document Type
    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 Access
    URI
    http://hdl.handle.net/11343/33500
    Description

    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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