Despite its relevance for everyday communication and educational processes, listening comprehension has been studied less frequently than other linguistic competences (Eckard 2010; Imhof 2010; Dietz 2017; Namaziandost et al. 2019). However, there are no studies on the development of listening skills among newly immigrated students.
The sub-project Listening Comprehension of newly immigrated students addresses this gap by asking:
- How proficient are newly immigrated students in their listening comprehension (in terms of both size and depth of comprehension) in German, English and their family language Russian?
- What is the role of individual differences, and how do their comprehension skills change over time?
Listening comprehension will be tapped at multiple time points through multiple-choice questions about audio texts and retrospective questions on strategy use within a subgroup of the overall project Language Development of newly immigrated students in Mainstream Education.