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Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study

Published online by Cambridge University Press:  04 January 2008

Matthew Absalom
Affiliation:
School of Languages and Linguistics, The University of Melbourne, Victoria 3010Australia (email: mabsalom@unimelb.edu.au)
Andrea Rizzi
Affiliation:
Cassamarca Lecturer in Italian, School of Languages and Linguistics, The University of Melbourne, Victoria 3010Australia (email: arizzi@unimelb.edu.au)

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.

Type
Research Article
Copyright
Copyright © European Association for Computer Assisted Language Learning 2008

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