Rethinking comprehension and strategy use in second language listening instruction
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In second language classrooms, listening is gaining recognition as an active element in the processes of learning and using a second language. Currently, however, much of the teaching of listening prioritises comprehension without sufficient emphasis on the skills and strategies that enhance learners’ understanding of spoken language. This paper presents an argument for rethinking the emphasis on comprehension and advocates augmenting current teaching with an explicit focus on strategies. Drawing on the literature, the paper provides three models of strategy instruction for the teaching and development of listening skills. The models include steps for implementation that accord with their respective approaches to explicit instruction. The final section of the paper synthesises key points from the models as a guide for application in the second language classroom. The premise underpinning the paper is that the teaching of strategies can provide learners with active and explicit measures for managing and expanding their listening capacities, both in the learning and ‘real world’ use of a second language.
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|Item Type:||Journal Article|
|Keywords:||listening comprehension, second language teaching, language learning strategies, English Language Teaching, real-world texts|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Current > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2011 Australian Council of TESOL Associations|
|Copyright Statement:||Copyright for all articles published in TESOL in Context is vested in the journal.|
|Deposited On:||31 Jan 2012 08:38|
|Last Modified:||01 Feb 2012 05:28|
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