Second language learners' perceptions of listening strategy instruction

Abstract

Much research regarding listening strategies has focused on assembling lists of reported strategies and gaining better understanding of differences in strategy usage between less- and more-skilled listeners. Less attention has been given to how the accumulating knowledge based on listening strategies informs listening strategy instruction as classroom practice. This paper reports on an investigation into perceptions of listening strategy instruction held by English learners at a university in Japan. Questionnaire and interview data suggest that learners view explicit listening strategy instruction positively. Furthermore, this process-oriented approach to the teaching of listening is recognized to have transferability beyond the second language classroom. Suggestions are made for the planning and implementation of an integrated listening strategy component within an existing curriculum.