Exploring Listening Strategy Instruction Through Action Research

Abstract

A recent book to appear on L2 listening is Exploring Listening Strategy Instruction Through Action Research by Joseph Siegel. It is a minimally edited version under a different title of the author’s full PhD thesis completed in 2014 (which is available as a free download, see Siegel 2014 ), and portrays an action research project involving the development and implementation of a listening strategies programme which was a component of an EFL course for Japanese university students. The book is divided into three parts. Part 1, which consists of three chapters, covers the background to the study in terms of L2 listening instruction. Chapter 1 provides Siegel’s personal rationale for the nature of the listening strategy instruction (LSI) intervention undertaken and outlines the specific context of the research project. This chapter usefully illustrates how the focus of the research evolved, though I think the author’s view that the current literature on L2 listening pedagogy offers teachers few options, or that such literature continues to promote product-focused instruction is an artificial argument (for example see Field 2008 ; Lynch 2009 ; Vandergrift and Goh 2012 for contemporary views). Insightful pedagogical direction is certainly available for listening teachers willing to engage in professional self-development (as this research study shows for the teachers involved). Chapter 2 broadly explores the literature on L2 listening theory and practice in general, as well as briefly considering aspects of previous LSI studies. As to be expected with a literature review, the related content goes over old ground. However, I found Siegel’s elucidation of a process approach questionable. For example, the author claims that such an approach is based on requiring an expert listener to model listening processes. This is not an accurate assertion; modelling is but one aspect of a process approach, and it is not really an ‘emerging teaching technique for LSI’ (p. 47) as the author suggests. Moreover, no proper coverage of what a process approach can entail is evident, including concrete referral to metacognitive instruction which is a significant and well-documented process-based approach to teaching listening (for example see Goh 2008 ; Vandergrift and Goh ibid.) alongside LSI. Chapter 3 more fully describes the LSI programme, including theoretical principles underlying the LSI programme carried out. As with Chapter 1, this content is helpful in orienting the reader to the context and characteristics of the study at an early stage. Overall, while readers need to treat the author’s interpretation of several aspects of L2 listening literature with caution, Part 1 lays the necessary foundations for what follows in the book.