Abstract
This paper investigates listening teachers’ attitudes towards the teaching of listening at the tertiary level in the Tunisian context. An eclectic methodology is adopted based on quantitative and qualitative analyses as well as on the triangulation of several research instruments. The disclosure of the data indicates a product approach reflected in terms of three tendencies: the listening for speaking, the listening to develop listening skills, and the listening to understand..
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
