Abstract
Even though it is recognized as the macro-language skill most strongly correlated with the rapid development of foreign language skills, listening is reported to be the most under-researched and the most neglected by foreign language teachers. Motivated by our will to improve as L2 listening teachers, we embarked on an action research project aiming to develop a series of listening training approaches based on contemporary listening research. Focusing on a combination of metacognitive, top-down and bottom-up strategies, twelve English as a lingua franca-informed listening training activities were implemented at a private Japanese university. This paper provides a review of the listening training program for 147 Japanese students. It considers pre and post-program listening assessment, student perceptions of their self-efficacy as L2 listeners, teachers’ observations and student reactions to the explicit training program. While the program was received favorably by students, as indicated by their positive stance towards listening and communicating in English at the end of the treatment, no improvement in listening test scores was observed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.