The effect of prior knowledge on EAP listening-test performance

Abstract

In this study we looked at whether prior study of a lecture topic enhanced performance on the lecture subtests of a content-based listening test. We postulated that listening proficiency level would affect whether prior knowl edge could be accessed and used: we hypothesized that listeners would need a high proficiency level to be able to use their prior knowledge. To examine these issues, we analyzed the data from 11 lecture subtests from the Test of Listening for Academic Purposes (T-LAP). We used a two-step multiple regression analysis to determine 1) if level of listening proficiency affects whether prior knowledge can be accessed and 2) if prior knowledge is a significant factor in performance on lecture subtests. Our findings did not support the hypothesis that high proficiency listeners who have indicated prior study of a topic will perform better on lecture comprehension than listening skills alone would predict. Although prior knowledge was a significant main effect for five of the 11 lectures, the effect size was trivial. However, the effect is more likely to be present in technical lectures than it is in non-technical lectures. These results indicate that we need to look at what features differentiate technical from non-technical lectures. Lecture dis course features, delivery style, and listening tasks promise to be fruitful areas for future research.