@misc{10481/81353,
year = {2023},
month = {2},
url = {https://hdl.handle.net/10481/81353},
abstract = {English is imposed as the language of instruction in multiple linguistically diverse societies
where there is more than one official language. This might have negative educational conse quences for people whose first language (L1) is not English. To investigate this, 47 South
Africans with advanced English proficiency but different L1s (L1-English vs. L1-Zulu) were
evaluated in their listening comprehension ability. Specifically, participants listened to narra tive texts in English which prompted an initial inference followed by a sentence containing an
expected inference or an unexpected but plausible concept, assessing comprehension monitor ing. A final question containing congruent or incongruent information in relation to the text
information followed, assessing the revision process. L1-English participants were more
efficient at monitoring and revising their listening comprehension. Furthermore, individual
differences in inhibitory control were associated with differences in revision. Results show
that participants’ L1 appears to supersede their advanced English proficiency on highly
complex listening comprehension},
organization = {Commonwealth Scholarship Commission and Cambridge Commonwealth, European & International Trust},
organization = {MSCA-COFUND Athenea	754446},
publisher = {Cambridge University Press},
keywords = {Listening comprehension},
keywords = {L1 background},
keywords = {Comprehension monitoring},
keywords = {Revisión},
keywords = {South Africa},
title = {High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control},
doi = {10.1017/S1366728923000135},
author = {Wigdorowitz, Mandy and Pérez Muñoz, Ana Isabel and Tsimpli, I. M.},
}