Stimmqualität und Hörverstehen in der Hochschullehre

The state of research on voice disorders in teachers is comparatively extensive and, above all, includes not only the prevalence but also the causes and effects on the speakers. The effects on hearing learners, on the other hand, were researched much less frequently. The focus of previous studies was primarily on the listening comprehension of students in the context of primary school. The aim of this work was to focus on the field of study of academic teaching and to survey the listening comprehension of students depending on the voice quality heard. In contrast to previous research, a methodologically approach was pursued, that assesses listening comprehension in a situation that is authentic for the students. For this purpose, a design of a quasi-experimental comparative study was developed, which embeds a listening comprehension test through a podcast as part of a seminar in university teaching. This podcast served two aims: On the one hand, it conveyed knowledge relevant to the seminar for the students; on the other hand, it simultaneously confronted the students with language material, which was then queried using a questionnaire. The evaluation of the data showed that the voice quality does not significantly affect the listening comprehension of the examined students, but has a significant effect on the perceived listening experience of the study participants. Hearing a dysphonic voice increased the difficulty of listening and made students less willing to listen. As part of this work, the main survey instrument, podcast, was examined and discussed to an extensive degree and it was shown that it is a promising medium that has a lot of potential from both a didactic and research perspective.