Gacs Luca, Ritter Anna, Goltsev Evghenia
Department of Arts and Humanities, Institute of German Studies, University of Koblenz, Koblenz, Germany.
Front Psychol. 2024 Oct 22;15:1426831. doi: 10.3389/fpsyg.2024.1426831. eCollection 2024.
Listening comprehension is central to language learning, yet it remains the least understood and least researched skill. This statement is still relevant today, as there is insufficient research to explore listening comprehension from the perspective of family-related multilingualism and to consider the complete linguistic repertoire of multilingual speakers. Moreover, with regard to home language, listening comprehension is assumed to be a more developed language competence than reading or writing. Based on the mentioned research, the aim of the present study is to investigate listening comprehension and its influencing factors specifically in German-Russian simultaneous bilinguals aged 13-19 ( = 99) by considering the home- and majority language. The study uses quantitative data collection methods such as linguistic tests in Russian and German for the elicitation in different levels of listening and questionnaires for strategy use and background. The research questions are as follows: What does the language proficiency and input in Russian look like? (1) Regarding listening comprehension in Russian as a home language, are there differences between the speakers within comprehension on different levels, e.g., is sound decoding easier than sentence parsing? (2) If there are differences in Russian as a home language, which linguistic and background variables can correlate with the performance of listening comprehension on its different levels? Concerning the first research question, the results show relevant differences between four different levels of listening comprehension (phoneme, word, sentence, and text level), which strengthened the assumed complexity of listening comprehension in the home language. In addition, the results show different connections between the listening comprehension competence and the input from different family members, as well as exposure to film and television in the home and majority language.
听力理解是语言学习的核心，但它仍然是最不被理解和研究最少的技能。这一说法在今天仍然适用，因为目前还没有足够的研究从与家庭相关的多语言角度来探索听力理解，也没有考虑多语言者的完整语言能力。此外，关于母语，人们认为听力理解是比阅读或写作更发达的语言能力。基于上述研究，本研究的目的是通过考虑母语和主要语言，专门调查13 - 19岁（n = 99）的德俄同时双语者的听力理解及其影响因素。该研究采用定量数据收集方法，如用俄语和德语进行语言测试以引出不同听力水平的情况，并用问卷来了解策略使用情况和背景信息。研究问题如下：俄语的语言 proficiency 和输入情况如何？（1）将俄语作为母语的听力理解方面，不同水平的听者之间在理解上是否存在差异，例如，语音解码是否比句子解析更容易？（2）如果作为母语的俄语存在差异，哪些语言和背景变量可能与不同水平的听力理解表现相关？关于第一个研究问题，结果显示在四个不同的听力理解水平（音素、单词、句子和文本水平）之间存在显著差异，这强化了母语听力理解的假定复杂性。此外，结果还显示了听力理解能力与来自不同家庭成员的输入之间的不同联系，以及在家中和主要语言环境中接触电影和电视的情况。
