University Applied Linguistics: Comprehension Theory Assessment

This essay explores the integrated cognitive theory of comprehension, a framework unifying reading and listening comprehension, emphasizing bottom-up and top-down processing. The theory is applied to listening assessments, highlighting the importance of world knowledge, reading ability, and strategic competence. The application involves eye-tracking technology, allowing for repeated listening passages to improve reading strategies and comprehension. The essay also addresses limitations, such as the lack of evidence on how prior knowledge activates semantic memory and the unclear nature of inputs. These limitations are crucial for understanding the theory's effectiveness and ensuring learners benefit from it. The provided solution is sourced from the International Journal of Listening and focuses on the work of Vahid Aryadoust, along with supporting research from Kim and Phillips, and Moss and Schunn.

Running Head: APPLIED LINGUISTICS 0
Language Assessment and Testing (Applied Linguistics)
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APPLIED LINGUISTICS 1
1. The “integrated cognitive theory of comprehension” is referred to a framework in
which reading and listening comprehension is unified. There are two stages in the
beginning of the comprehension which includes the ability to recognize or identify
phonemes and the perception to see or hear the stimuli. This theory is applied on
listening assessment since in this theory recognition and perception follows the
pattern of bottom up or top down processes (Aryadoust, 2017). The application of this
theory when it comes to listening assessments focuses on the importance of world
knowledge, reading ability and strategic competence. This theory is applied on
listening assessments through eye-tracking technology that enables the parties to play
the listening passage twice which results in improving their reading strategies; this
approach measures fixation duration and eye fixation to provide the results.
Furthermore, there is a difference between first and second listening to understand the
passage which is differentiate in terms of comprehension and learner’s ability (Kim,
2015). This shows the application of this theory on listening assessments and how it
can assist in improving the ability of learners to advance their cognitive learning.
2. There are limitations of the integrated cognitive theory of comprehension which are
necessary to be considered in order to assist the effectiveness of this theory. One of
the key limitations of applying the landscape theory of comprehension which is a part
of integrated cognitive theory of comprehension is that there is lack of evidence when
it comes to determining how the prior knowledge can enable the learners in activating
their semantic memory that leads to positively contributing the entire reading
comprehension process (Kim & Phillips, 2014). Another limitation is lack of clarity
when it comes to understanding the nature of inputs which can be the part of this
theory (Moss & Schunn, 2015). These limitations are necessary to be considered
while applying this theory to understand the application of integrated cognitive theory
of comprehension to ensure learners can benefit from the same.

APPLIED LINGUISTICS 2
References
Aryadoust, V. (2017). An Integrated Cognitive Theory of Comprehension. International
Journal of Listening, 1-30.
Kim, Y.-S. (2015). Direct and mediated effects of language and cognitive skills on
comprehension of oral narrative texts (listening comprehension) for children. Journal
of Experimental Child Psychology, 141, 101-120.
Kim, Y.-S., & Phillips, B. (2014). Cognitive Correlates of Listening Comprehension.
Reading Research Quarterly, 49(3), 269-281.
Moss, J., & Schunn, C. (2015). Comprehension through explanation as the interaction of the
brain’s coherence and cognitive control networks. Frontiers in Human Neuroscience,
9, 562.