Toward an instructional approach to developing interactive second language listening
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Michael Yeldham [1] ; Paul Gruba [2]
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[1] Fu Jen Catholic University
Fu Jen Catholic University
Taiwán
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[2] University of Melbourne
University of Melbourne
Australia
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- Localización: Language teaching research, ISSN 1362-1688, Vol. 18, Nº. 1, 2014, págs. 33-53
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study details the development of six second language learners in an English listening course that focused on developing their bottom-up listening skills. The research employed longitudinal multi-case studies to chart the development of these lower proficiency-level Taiwanese university learners, and their progress in the course was analysed in light of the main theoretical claims of this instructional approach. The study found that many of the learners did not develop in the manner theorized, at least over the 22-hour period of the course, spread over a semester and a half. The study also found that there was no particular ‘type’ of learner, in terms of their predominant approach to listening (i.e. top-down or bottom-up), most likely to benefit from such a course. It was concluded that bottom-up skills ought to be taught in conjunction with more knowledge-based listening strategies to develop learners’ interactive listening abilities. The study also underscored how listeners need to develop an interaction between bottom-up and top-down processes in order to progress.
