Cognitive Load Theory and Foreign Language Listening Comprehension

Preface
	References
Acknowledgements
Confucian Analects and the Expertise Reversal Effect
	English Translations
Contents
List of Figures
List of Tables
Part I Theoretical Background and Literature Review of Cognitive Load and Language Expertise
1 Introduction
	1.1 Listening Teaching Approaches
	1.2 Cognitive Load Theory
	1.3 Research Aims and Hypotheses
	1.4 Scope of the Study
	1.5 Significance of the Research
	References
2 Human Cognitive Architecture
	2.1 The Informational Dimension of the Architecture: Categories of Knowledge
	2.2 The Structural Dimension of the Architecture: The Modal Model
	2.3 The Operational Dimension of the Architecture: Five Principles
		2.3.1 The Randomness as Genesis Principle
		2.3.2 The Information Store Principle
		2.3.3 The Borrowing and Reorganizing Principle
		2.3.4 The Narrow Limits of Change Principle
		2.3.5 The Environmental Organizing and Linking Principle
	2.4 Chapter Summary
	References
3 Sensory Memory, Working Memory, and Long-Term Memory
	3.1 Sensory Memory
		3.1.1 Iconic Memory
		3.1.2 Echoic Memory
	3.2 Working Memory
		3.2.1 The Multi-Component Model of Working Memory
		3.2.2 Characteristics of Working Memory
	3.3 Long-Term Memory
		3.3.1 Declarative Knowledge Versus Procedural Knowledge
		3.3.2 Schema Theory: How Knowledge is Structured
	3.4 Chapter Summary
	References
4 Cognitive Load: Categories and Measurements
	4.1 Categories of Cognitive Load
	4.2 Measurements of Cognitive Load
	4.3 A Confirmatory Factor Analysis on Cognitive Load Model
		4.3.1 Method
		4.3.2 Results and Discussion
		4.3.3 Conclusion
	4.4 Calculation of Instructional Efficiency
	4.5 Chapter Summary
	Appendix A: Subjective Rating Scale
	References
5 Cognitive Load Effects
	5.1 Redundancy Effect
		5.1.1 Evidence from Research in Technical and Scientific Teaching
		5.1.2 Evidence from Research on Developing Language Skills
	5.2 Transient Information Effect
		5.2.1 Evidence from Research in Technical and Scientific Teaching
		5.2.2 Evidence from Research on Developing Language Skills
	5.3 Imagination Effect (Mental Rehearsing)
		5.3.1 Evidence from Research in Technical and Scientific Teaching
		5.3.2 Evidence from Research on Developing Language Skills
	5.4 Expertise Reversal Effect
		5.4.1 Evidence from Research in Technical and Scientific Teaching
		5.4.2 Evidence from Research on Teaching (Second/Foreign) Language Listening
	5.5 Chapter Summary
	References
6 A Cognitive Perspective of Language Processing
	6.1 Design Features of Language
		6.1.1 Arbitrariness in Relations Between Form and Meaning
		6.1.2 Duality of Patterning
		6.1.3 Generative Capacity
	6.2 Foreign Language Listening Expertise
		6.2.1 Phonological Knowledge
		6.2.2 Semantic Knowledge
		6.2.3 Syntactic Knowledge
		6.2.4 Pragmatic Knowledge
	6.3 A Cognitive Perspective of Language Comprehension
		6.3.1 A Cognitive Model of Listening Comprehension
		6.3.2 A Cognitive Perspective of Reading Comprehension
	6.4 Expert-Novice Differences in Listening Comprehension
		6.4.1 Expert-Novice Differences in Terms of Memory
		6.4.2 Expert-Novice Difference in Terms of Phonemic Coding Ability
		6.4.3 Expert-Novice Difference in Terms of Grammatical Sensitivity
		6.4.4 Expert-Novice Difference in Terms of Inductive Language Learning Ability
	6.5 Factors of Element Interactivity in Listening Materials
	6.6 Chapter Summary
	References
Part II Empirical Investigations
7 Research Hypotheses and Research Design
	7.1 Conceptualization of Hypotheses
	7.2 Research Design
	7.3 Chapter Summary
	Appendix A: Ethical Approval
	Human Research Ethics Advisory Panel B: Arts, Humanities & Law
	References
8 Expertise Reversal Effect and Teaching EFL Listening Skills (Experiment 1)
	8.1 Method
		8.1.1 Participants
		8.1.2 Materials
		8.1.3 Procedures
		8.1.4 Scoring
	8.2 Results and Discussion
		8.2.1 Results
		8.2.2 Discussion
	8.3 Chapter Summary
	Appendices: Instructional and Test Materials for Experiment 1
	Appendix A: Phase I: Learning Vocabulary
	Appendix B: Phase II: Learning sentence
	Appendix C: Phase III: Learning passage
		Flight UA 755
	Appendix D: Phase IV: Subjective rating of cognitive load
	Appendix E: The Marking Scheme for Experiment 1
	References
9 Expertise Reversal Effect: When Years of Active Learning Account for Language Expertise (Experiment 2)
	9.1 Method
		9.1.1 Participants
		9.1.2 Materials
		9.1.3 Procedures
		9.1.4 Scoring
	9.2 Results and Discussion
		9.2.1 Results
		9.2.2 Discussion
	9.3 Chapter Summary
	Appendices: Instructional and Test Materials for Experiment 2
	Appendix A: Phase I: Learning Vocabulary
	Appendix B: Phase II: Learning sentence
	Appendix C: Phase III: Learning Passage
		Flight UA 755
	Appendix D: Phase IV: Subjective rating of cognitive load
	Appendix E: Marking Scheme (English version) for Experiment 2
	References
10 Expertise Reversal Effect and Teaching EFL Listening Skills to Lower Expertise Learners (Experiment 3)
	10.1 Method
		10.1.1 Participants
		10.1.2 Materials
		10.1.3 Procedures
		10.1.4 Scoring
	10.2 Results and Discussion
		10.2.1 Results
		10.2.2 Discussion
	10.3 Chapter Summary
	Appendices: Instructional and Test Materials for Experiment 3
	Appendix A: Phase I: Learning vocabulary
	Appendix B: Phase II: Learning sentence
	Appendix C: Phase III: Learning passage
		Flight UA 755
	Appendix D: Marking Scheme (English version) for Experiment 3
	References
11 Expertise Reversal Effect and Teaching French as a Foreign Language Listening Skills (Experiment 4)
	11.1 Method
		11.1.1 Participants
		11.1.2 Materials
		11.1.3 Scoring
	11.2 Results and Discussion
		11.2.1 Results
		11.2.2 Discussion
	11.3 Chapter Summary
	Appendices: Instructional and Test Material for Experiment 4
	Appendix A: Phase I: Vocabulaire
	Appendix B: Phase II: Phrases
	Appendix C: Phase III: Artcile
	Appendix D: Marking scheme (French/English version) used in Experiment 4
	References
Part III General Discussion and Conclusion
12 General Discussion and Conclusion
	12.1 Summary of Empirical Investigation
	12.2 Transient Information Effect
		12.2.1 Teaching Listening by Reading—Permanency Counters Transiency
		12.2.2 The Effectiveness of Teaching Listening by Reading—Years of Language Learning Experience Count
		12.2.3 Teaching Listening by Listening—Transiency Results in Incompetency
	12.3 Imagination Effect
		12.3.1 Imagination for Higher Expertise Learner—the Sound of Words
		12.3.2 Imagination for Lower Expertise Learners—the Silence of Words
	12.4 Redundancy Effect—When More is Less
	12.5 Expertise Reversal Effect
	12.6 Theoretical and Pedagogical Implications
	12.7 Limitations of the Research and Suggestions for Future Studies
	12.8 Conclusion
	References