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Article: Taiwanese high school EFL teachers’ perceptions of their listening instruction

TitleTaiwanese high school EFL teachers’ perceptions of their listening instruction
Authors
KeywordsSecond language listening
Listening instruction
Listening strategies
Taiwan
Issue Date2015
PublisherThe University of Hong Kong, The Centre for Applied English Studies. The Journal's web site is located at http://caes.hku.hk/ajal/index.php/ajal/index
Citation
The Asian Journal of Applied Linguistics, 2015, v. 2 n. 2, p. 92-101 How to Cite?
AbstractIn 2015 an English listening test was included in the Taiwan College Entrance Examination. This paper reports on a small-scale study looking at the related pedagogical practices of senior high school teachers in Taiwan. First, the paper provides an overview of the second language listening pedagogy research literature, which indicates that strategies instruction has been found to outperform a comprehension-based approach (where learners listen then answer comprehension questions) both in terms of listening comprehension and development of learner affective characteristics, such as confidence and motivation. The paper then reports on the study which gathered data from Taiwanese teachers through a questionnaire and interviews to investigate their perceptions of their listening instruction. The results of the study suggest; 1) the common use of a comprehension-based approach; 2) that teachers commonly encounter affective problems among their learners, and; 3) that teachers often have a rather rudimentary knowledge of how to remediate their learners’ comprehension and affective difficulties. The study provides useful initial insights into the state of listening instruction in Taiwan high schools, and suggests a possible need for strategies instruction.
Persistent Identifierhttp://hdl.handle.net/10722/210924
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLiao, CYW-
dc.contributor.authorYeldham, M-
dc.date.accessioned2015-06-23T06:00:14Z-
dc.date.available2015-06-23T06:00:14Z-
dc.date.issued2015-
dc.identifier.citationThe Asian Journal of Applied Linguistics, 2015, v. 2 n. 2, p. 92-101-
dc.identifier.issn2308-6262-
dc.identifier.urihttp://hdl.handle.net/10722/210924-
dc.description.abstractIn 2015 an English listening test was included in the Taiwan College Entrance Examination. This paper reports on a small-scale study looking at the related pedagogical practices of senior high school teachers in Taiwan. First, the paper provides an overview of the second language listening pedagogy research literature, which indicates that strategies instruction has been found to outperform a comprehension-based approach (where learners listen then answer comprehension questions) both in terms of listening comprehension and development of learner affective characteristics, such as confidence and motivation. The paper then reports on the study which gathered data from Taiwanese teachers through a questionnaire and interviews to investigate their perceptions of their listening instruction. The results of the study suggest; 1) the common use of a comprehension-based approach; 2) that teachers commonly encounter affective problems among their learners, and; 3) that teachers often have a rather rudimentary knowledge of how to remediate their learners’ comprehension and affective difficulties. The study provides useful initial insights into the state of listening instruction in Taiwan high schools, and suggests a possible need for strategies instruction.-
dc.languageeng-
dc.publisherThe University of Hong Kong, The Centre for Applied English Studies. The Journal's web site is located at http://caes.hku.hk/ajal/index.php/ajal/index-
dc.relation.ispartofThe Asian Journal of Applied Linguistics-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectSecond language listening-
dc.subjectListening instruction-
dc.subjectListening strategies-
dc.subjectTaiwan-
dc.titleTaiwanese high school EFL teachers’ perceptions of their listening instruction-
dc.typeArticle-
dc.identifier.emailYeldham, M: myeldham@hku.hk-
dc.identifier.authorityYeldham, M=rp01965-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros243403-
dc.identifier.volume2-
dc.identifier.issue2-
dc.identifier.spage92-
dc.identifier.epage101-
dc.publisher.placeHong Kong-

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