We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Promoting Process-Oriented Listening Instruction in the ESL Classroom.
- Authors
Huong Nguyen; Abbott, Marilyn L.
- Abstract
When teaching listening, second language instructors tend to rely on product oriented approaches that test learners' abilities to identify words and answer comprehension questions, but this does little to help learners improve upon their listening skills (e.g., Vandergrift & Goh, 2012). To address this issue, alternative approaches that guide learners through the listening process toward improved comprehension and fluency have been recommended in the literature. Based on a review of 6 popular intermediate adult English as a second/foreign language (ESL/EFL) textbooks, we found that most of the listening activities in the texts exemplified a product-oriented approach (testing word recognition or listening comprehension) rather than a process-oriented approach (providing instruction to aid in word recognition and comprehension). To enhance the integration of process-oriented approaches for teaching listening, we provide suggestions for activities to supplement product-oriented teacher-made and textbook activities. We begin with an overview of second language listening theory and research that justifies the incorporation of process-oriented instructional approaches in the ESL classroom. Then we report the results of our textbook review and present examples of recommended activity types that teachers and textbook writers could incorporate into their instructional materials to encourage a balanced approach to teaching listening.
- Subjects
PROCESS-oriented guided inquiry learning; STUDENT-centered learning; LISTENING skills; LISTENING comprehension; EDUCATION
- Publication
TESL Canada Journal / Revue TESL du Canada, 2016, Vol 34, Issue 1, p72
- ISSN
0826-435X
- Publication type
Article
- DOI
1018806/tesl.v34i1.1254