File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Toward an instructional approach to developing interactive second language listening

TitleToward an instructional approach to developing interactive second language listening
Authors
Keywordssecond language listening
Bottom-up skills
listening instruction
L2 longitudinal case studies
Issue Date2014
Citation
Language Teaching Research, 2014, v. 18, n. 1, p. 33-53 How to Cite?
AbstractThis 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. © The Author(s) 2013.
Persistent Identifierhttp://hdl.handle.net/10722/205799
ISSN
2015 Impact Factor: 1.444
2015 SCImago Journal Rankings: 1.396
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYeldham, Michael-
dc.contributor.authorGruba, Paul A.-
dc.date.accessioned2014-10-06T08:02:23Z-
dc.date.available2014-10-06T08:02:23Z-
dc.date.issued2014-
dc.identifier.citationLanguage Teaching Research, 2014, v. 18, n. 1, p. 33-53-
dc.identifier.issn1362-1688-
dc.identifier.urihttp://hdl.handle.net/10722/205799-
dc.description.abstractThis 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. © The Author(s) 2013.-
dc.languageeng-
dc.relation.ispartofLanguage Teaching Research-
dc.subjectsecond language listening-
dc.subjectBottom-up skills-
dc.subjectlistening instruction-
dc.subjectL2 longitudinal case studies-
dc.titleToward an instructional approach to developing interactive second language listening-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/1362168813505395-
dc.identifier.scopuseid_2-s2.0-84891718147-
dc.identifier.volume18-
dc.identifier.issue1-
dc.identifier.spage33-
dc.identifier.epage53-
dc.identifier.eissn1477-0954-
dc.identifier.isiWOS:000335892800004-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats