Problematising L2 listening pedagogy : the potential of process-based listening strategy instruction in the L2 classroom
Listening is typically the first language skill to develop in first language (L1) users and has been recognized as a basic and fundamental tool for communication. Despite the importance of listening, aural abilities are often taken for granted, and many people overlook their dependency on listening and the complexities that combine to enable this multi-faceted skill. When second language (L2) students are learning their new language, listening is crucial, as it provides access to oral input and facilitates social interaction. Yet L2 students find listening challenging, and L2 teachers often lack sufficient pedagogy to help learners develop listening abilities that they can use in and beyond the classroom. In an effort to provide a pedagogic alternative to more traditional and limited L2 listening instruction, this thesis investigated the viability of listening strategy instruction (LSI) over three semesters at a private university in Japan through a qualitative action research (AR) intervention. An LSI program was planned and implemented with six classes over the course of three AR phases. Two teachers used the LSI with 121 learners throughout the project. Following each AR phase, student and teacher perceptions
Siegel, Joseph
Problematising L2 listening pedagogy : the potential of process-based listening strategy instruction in the L2 classroom. Listening is typically the first language skill to develop in first language (L1) users and has been recognized as a basic and fundamental tool for communication. Despite the importance of listening, aural abilities are often taken for granted, and many people overlook their dependency on listening and the complexities that combine to enable this multi-faceted skill. When second language (L2) students are learning their new language, listening is crucial, as it provides access to oral input and facilitates social interaction. Yet L2 students find listening challenging, and L2 teachers often lack sufficient pedagogy to help learners develop listening abilities that they can use in and beyond the classroom. In an effort to provide a pedagogic alternative to more traditional and limited L2 listening instruction, this thesis investigated the viability of listening strategy instruction (LSI) over three semesters at a private university in Japan through a qualitative action research (AR) intervention. An LSI program was planned and implemented with six classes over the course of three AR phases. Two teachers used the LSI with 121 learners throughout the project. Following each AR phase, student and teacher perceptions
problematising listen pedagogy potential process based listening strategy instruction classroom listening typically first_language skill develop first_language user recognize basic fundamental tool communication despite_importance listening aural ability often take_grant many_people overlook dependency listen complexity combine enable multi_faceted skill second_language student_learn new language listen crucial provide access oral input facilitate social_interaction yet student listen challenging teacher often lack_sufficient pedagogy help learner develop listen ability use beyond classroom effort provide pedagogic alternative traditional limited listen instruction investigated viability listen strategy instruction private university japan qualitative action intervention program plan implement class course three_phase teacher use learner throughout project following phase student_teacher perception