TeachingListeningWhatcanteachersdotoimprovetheirstudents’listeningskills?“Teachers...emphasisequantityofpracticeoverquality...appearingtobelievethatlisteningisaskillmasteredsimplythroughrepetitionandpractice.”(Graham,S(2011):Self-efficacyandAcademicListening,JEAP(10)pp113-117)...
Whatcanteachersdotoimprovetheirstudents’listeningskills?“Teachers...emphasisequantityofpracticeoverquality...appearingtobelievethatlisteningisaskillmasteredsimplythroughrepetitionandpractice.”(Graham,S(2011):Self-efficacyandAcademicListening,JEAP(10)pp113-117)StrategiestoimprovelisteningPredictingthecontentofalisteningtextPredictingkeywordsandphrasesMonitoringorcheckingofcomprehensionwhilstlistening–thisincludesconsistencywithinitialpredictionsandinternalconsistencywithinthetextInferringmeaningofunknownwordsAssessment“SecondlanguagelistenerswithproficienciesaroundCEFRB2[IELTS5.5–6.5]areconsiderablylesscapablethanonemightassumeofdecodingEnglishconnectedspeech”.(Field,J(2011):Intothemindoftheacademiclistener,JEAP(10)pp102-112)Theyuseexistingknowledgeofasubjectveryheavilytoconstructmeaning,includingcluesinwrittenquestions,PowerPoints,handouts,pictures,etc.OnlyafterC1competence[IELTS7.0]dotheybegintoreallyunderstandwithanyaccuracyTherefore……….Thefocusofassessmentshouldbeonappropriateimplementationofthestrategiesratherthangetting‘correct’answers.Itisarguedthatsuchanapproachcanenhancelearnerautonomyandafeelingthattherereallyis‘somethingIcando’toimprovelistening.Implicationsfor‘Academic’ListeningFocussingoncomprehension/multiplechoicequestionsreducestheabilitytotryandunderstandgist.Evenwiththelackofstructureandsupportofbeingaskedtotakenotesandthenverballysummarise,manyfoundthistaskeasierthanlisteningforspecificinformationincomprehension/MCQs.Itisalsobetterpreparationforlecture-listening.Field(2011)suggeststhatEAPteachersshouldfocusondevelopingthefollowingskills:selectingwhatinformationisrelevantmonitoringintegratingbuilding
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