High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control

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