Examining the Interaction between Two Process-Based L2 Listening Instruction Methods and Listener Proficiency Level: Which Form of Instruction Most Benefits Which Learners?

Autor/in	Yeldham, Michael
Titel	Examining the Interaction between Two Process-Based L2 Listening Instruction Methods and Listener Proficiency Level: Which Form of Instruction Most Benefits Which Learners?
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.688-712 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3089
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Listening Comprehension; Teaching Methods; Language Processing; Comparative Analysis; Learning Strategies; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg
Abstract	This study examined how L2 listeners' proficiency levels interacted with the two major process-based listening instruction methods of (1) strategy training and (2) interactive training (which involved training in strategies and bottom-up skills), to influence the listeners' development. In a mixed-methods design, the quantitative component of the study reanalyzed data from an earlier study by the author which had compared these two instruction methods, with the current study factoring in the listeners' proficiency level. The less-proficient listeners (LPLs) were at lower-intermediate level, and the more-proficient listeners (MPLs) at intermediate level. Trends in the quantitative data showed that in the interactive course, the LPLs improved their listening comprehension more than the MPLs. By comparison, the strategy course learners at both these proficiency levels improved their listening comprehension to almost equal extent -- but slightly less so than the interactive course LPLs. Quantitative and qualitative analyses then highlighted the benefits derived by the interactive course LPLs from learning the bottom-up skills, especially connected speech and intonation skills. For the MPLs in that course, learning the bottom-up skills appeared to provide less value than learning the strategies. Implications of the study for listening instruction theory are discussed, with advice given for classroom practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01