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dc.contributor.advisorMcMeniman, Marilyn
dc.contributor.authorSeo, Kyokoen_US
dc.date.accessioned2018-01-23T02:24:56Z
dc.date.available2018-01-23T02:24:56Z
dc.date.issued2000en_US
dc.identifier.doi10.25904/1912/3667
dc.identifier.urihttp://hdl.handle.net/10072/366003
dc.description.abstractThis is an exploratory study from a cognitive psychology perspective. It investigates the listening strategies used by tertiary-level learners of Japanese as a foreign language in non-interactional listening tasks. The study addrresses four research questions: (1) What are the listening strategies used by native speakers of Japanese (L1) and by above-average proficiency (AAP) and below-average proficiency (BAP) tertiary-level learners of Japanese as a foreign language who are Australian-English speakers, in audiovisual (AV) and audio-only (A) listening conrexts?; (2) How does the voice medium in different genres (television news broadcasts and television family dramas) influence these speakers' listening strategies in AV and A listening contexts?; (3) What are the similarities and differences in strategy use in AV and A listening contexts between the L1 group and the AAP and BAP L2 subgroups?; what are the effective strategies used by these speakers?; and what types of strategies should be included in an instructional package for an effective intervention program? (4) Does the listening strategy intervention program developed in this study result in more strategic listening in Japanese?en_US
dc.languageEnglishen_US
dc.publisherGriffith Universityen_US
dc.publisher.placeBrisbaneen_US
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.en_US
dc.subject.keywordsJapanese as a foreign languageen_US
dc.subject.keywordsListening strategiesen_US
dc.titleIntervening in Tertiary Students' Strategic Listening in Japanese as a Foreign Languageen_US
dc.typeGriffith thesisen_US
gro.facultyArts, Education and Lawen_US
gro.description.notepublicThis thesis has been scanned.en_US
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorGottlieb, Nanette
dc.rights.accessRightsPublicen_US
gro.identifier.gurtIDgu1418083897417en_US
gro.source.ADTshelfnoADT0en_US
gro.source.GURTshelfnoGURT1489en_US
gro.thesis.degreelevelThesis (PhD Doctorate)en_US
gro.thesis.degreeprogramDoctor of Philosophy (PhD)en_US
gro.departmentSchool of Cognition, Language and Special Educationen_US
gro.griffith.authorSeo, Kyoko


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