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Investigating a shift in instructional approach in second language listening pedagogy at a university-based intensive English program
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Abstract:
For this dissertation, I had the opportunity to investigate a well-established university-based intensive English program in the northeastern United States as it transitioned from an integrated-skills to a paired-skills approach. My goal as a researcher was to investigate in what ways listening, the second language (L2) skill researchers view as the least understood and the least practiced (Field, 2019; Graham, 2017; Graham, Santos, & Francis-Brophy, 2013; Siegel, 2018; Vandergrift & Goh, 2012), was receiving attention, programmatically as well as pedagogically, in the new paired-skills approach, and how that attention manifested in the classroom. Toward this goal, through interviews with program leaders and experienced instructors, I explored what they considered as key pedagogical challenges and opportunities in L2 listening in the earlier integrated skills program and in the new paired skills program. Through classroom observation, I documented how instructors approached L2 listening pedagogy in the new paired-skills program. Analysis of instructor interviews showed that instructors described using a wide variety of content-based approaches when teaching L2 listening in the integrated skills approach. In the new paired-skills approach, they described encountering many challenges with L2 listening pedagogy they had yet to resolve. Analysis of classroom observations in the paired skills program revealed that instructors mostly structured lessons with before-listening activities, with a preference for activating background knowledge via vocabulary preview and discussion based on textbook themes. A synthesis of case study findings across program leaders and instructors revealed that teachers structured different kinds of listening experiences for students but did not engage in explicit instruction in L2 listening focused on specific features of bi- and multi-directional spoken language nor did they offer much during listening instruction. Overall, the findings suggest the need to develop more curricular and professional development materials to assist instructors in further developing L2 listening pedagogy, curriculum and assessment in their classroom instruction.
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Keyword:
Case study; L2 listening; Language; Listening pedagogy; Second language acquisition; TESOL methods
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URL: https://hdl.handle.net/2144/42648
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| 206 |
A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 207 |
Individual Differences in First Language Acquisition
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In: Annual Review of Linguistics (2021)
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| 209 |
A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
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| 210 |
Perception of American English Consonants /v/ and /w/ by Hindi Speakers of English
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| 211 |
Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
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| 212 |
Socialization to book-reading in French and English family life: a longitudinal and comparative interactive study of specialized language practices
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In: IPrA, International Pragmatics Association ; https://hal.archives-ouvertes.fr/hal-03407949 ; IPrA, International Pragmatics Association, Jun 2021, Winthertour, Switzerland (2021)
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| 213 |
Processing Verb Meanings and the Declarative/Procedural Model: A Developmental Study
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In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-reims.fr/hal-03628140 ; Frontiers in Psychology, Frontiers, 2021, 12, pp.714523. ⟨10.3389/fpsyg.2021.714523⟩ ; https://www.frontiersin.org/article/10.3389/fpsyg.2021.714523 (2021)
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| 214 |
The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French
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In: EISSN: 2226-471X ; Languages ; https://hal.archives-ouvertes.fr/hal-03476036 ; Languages, MDPI, 2021, 6 (4), pp.196. ⟨10.3390/languages6040196⟩ (2021)
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| 215 |
Gesture Helps Second and Foreign Language Learning and Teaching
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In: Gesture in Language: Development Across the Lifespan ; https://hal.archives-ouvertes.fr/hal-03464264 ; Aliyah Morgenstern & Susan Goldin-Meadow. Gesture in Language: Development Across the Lifespan, Mouton de Gruyter; APA, 2021, 978-1-4338-3629-9 ; https://www.apa.org/pubs/books/gesture-in-language?tab=1 (2021)
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| 216 |
Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03468213 ; Journal of Experimental Child Psychology, Elsevier, 2021, 203, pp.105017. ⟨10.1016/j.jecp.2020.105017⟩ (2021)
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| 217 |
18‐month‐olds fail to use recent experience to infer the syntactic category of novel words
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.archives-ouvertes.fr/hal-03098848 ; Developmental Science, Wiley, In press, ⟨10.1111/desc.13030⟩ (2021)
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| 218 |
From Error Annotation to Quantitative Analysis: Patterns in Russian Language Learning
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In: ISSN: 0036-0252 ; Russian language journal ; https://hal.archives-ouvertes.fr/hal-03376956 ; Russian language journal, American Councils for International Education, Michigan State University 2021, 71 (3), pp.39-70 (2021)
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| 219 |
Do Infants Really Learn Phonetic Categories?
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In: EISSN: 2470-2986 ; Open Mind ; https://hal.archives-ouvertes.fr/hal-03550830 ; Open Mind, MIT Press, 2021, 5, pp.113-131. ⟨10.1162/opmi_a_00046⟩ (2021)
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| 220 |
Corpus ESLO-Enfants : de sa création aux premiers résultats
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In: ISSN: 1638-9808 ; EISSN: 1765-3126 ; Corpus ; https://halshs.archives-ouvertes.fr/halshs-03162347 ; Corpus, Bases, Corpus, Langage - UMR 7320, 2021 (2021)
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