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Article: L2 listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach

TitleL2 listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach
Authors
Issue Date2015
PublisherWiley. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679
Citation
TESOL Quarterly (In press), 2015 How to Cite?
AbstractThis quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters. Their progress through the respective courses was charted via multiple instruments designed to assess growth in their listening proficiency, strategy use, bottom-up skills, and affect-related learner characteristics. Pretest and posttest one-way ANOVAs showed no significant differences between the two groups on any of the dimensions tested. However, a repeated-measures ANOVA showed significant gains by the strategies group in listening comprehension, but not by the interactive group. On this longitudinal within-group comparison, the strategies group also demonstrated larger effect sizes than the interactive group for listening instruction, one measure of strategies growth, and the learner characteristics of confidence and motivation, whereas the interactive group showed larger effect sizes than the strategies group for all measures of bottom-up skills involved. The outcome between the groups in terms of listening proficiency suggests that for lower-intermediate-level listeners, it is better to focus more on developing their listening strategies than to provide them with a balanced interactive approach.
Persistent Identifierhttp://hdl.handle.net/10722/209957

 

DC FieldValueLanguage
dc.contributor.authorYeldham, MAen_US
dc.date.accessioned2015-05-18T03:34:56Z-
dc.date.available2015-05-18T03:34:56Z-
dc.date.issued2015en_US
dc.identifier.citationTESOL Quarterly (In press), 2015en_US
dc.identifier.urihttp://hdl.handle.net/10722/209957-
dc.description.abstractThis quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters. Their progress through the respective courses was charted via multiple instruments designed to assess growth in their listening proficiency, strategy use, bottom-up skills, and affect-related learner characteristics. Pretest and posttest one-way ANOVAs showed no significant differences between the two groups on any of the dimensions tested. However, a repeated-measures ANOVA showed significant gains by the strategies group in listening comprehension, but not by the interactive group. On this longitudinal within-group comparison, the strategies group also demonstrated larger effect sizes than the interactive group for listening instruction, one measure of strategies growth, and the learner characteristics of confidence and motivation, whereas the interactive group showed larger effect sizes than the strategies group for all measures of bottom-up skills involved. The outcome between the groups in terms of listening proficiency suggests that for lower-intermediate-level listeners, it is better to focus more on developing their listening strategies than to provide them with a balanced interactive approach.en_US
dc.languageengen_US
dc.publisherWiley. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679en_US
dc.relation.ispartofTESOL Quarterlyen_US
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article]. Authors are not required to remove preprints posted prior to acceptance of the submitted version. Postprint This is the accepted version of the following article: [full citation], which has been published in final form at [Link to final article]. In addition, authors may also transmit, print and share copies with colleagues, provided that there is no systematic distribution of the submitted version, e.g. posting on a listserve, network or automated delivery.en_US
dc.titleL2 listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approachen_US
dc.typeArticleen_US
dc.identifier.emailYeldham, MA: myeldham@hku.hken_US
dc.identifier.authorityYeldham, MA=rp01965en_US
dc.identifier.doi10.1002/tesq.233en_US
dc.identifier.hkuros243367en_US
dc.publisher.placeHoboken, NJen_US

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