A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

Hamidreza Babaee

Abstract


The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL) listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs.

 


Keywords


Academic listening, listening requirements, semi-structured interview

Full Text:

PDF

References


Alonso, S. (2012). The importance of teaching listening and speaking skills. MA thesis. Convocatoria de Junio.

Bacon, S. (1992). The relationship between gender, comprehension, processing, strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76, 160-178.

Buck, G. (2001). Assessing listening. New York: Cambridge University Press.

Chaudron, C. (1995). Academic listening. In D. J. Mendelsohn & J. Rubin (Eds.), A guide to the teaching of second language listening (pp. 77-96). San Diego: Dominie.

Chaudron, C., Loschky, L., & Cook, J. (1994). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 75-92). New York: Cambridge University Press.

Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford university press. (Chapter 2)

Dunkel, P. A. (1988). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly. 22, 259-281.

Dudley-Evans, T. (1994). Variations in the discourse patterns favored by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 146-158). New York: Cambridge University Press.

Erkaya, O. R. (2009). Plagiarism by Turkish Students: Causes and solutions. Asian EFL journal. 11(2), 86-103. Retrieved from http: //www. Asianefljournal.com.

Flowerdew, J. (1994). Academic listening: Research perspectives. New York: Cambridge University Press.

Flowerdew, J., & Miller, L. (1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes. 16. 27-46

Griffiths, R. T. (1990). Speech rate and NNS comprehension: A preliminary study in time-benefit analysis. Language Learning. 40. 311-336.

Harmer, J. (1991). The practice of English language teaching. Essex: Longman Group UK Ltd.

Hansen, C. (1994). Topic identification in lecture discourse. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 131-145). New York: Cambridge University Press.

Imhof, M. (1998). What makes a good listener? Listening behavior in instructional settings. International Journal of Listening. 13. 81-105.

Iwankovitsch, R. (2001). The importance of listening. Language Arts Journal of Michigan. 17, (2). 4-6.

Jeon, J. (2007). A study of listening comprehension of academic lectures within the Construction-integration model. Unpublished Doctoral Dissertation, Ohio University, USA.

Lynch, T. (1995). The development of interactive listening strategies in second language academic settings. In D. J. Mendelsohn & J. Rubin (Eds.), A guide to the teaching of second language listening (pp. 166-185). San Diego: Dominie.

Love, P. G., & Simmons, J. (1998). Factors influencing chatting and plagiarism among graduate students in a college of education. College Students Journal. 33(4), 539 551. Retrieved from http: //web.ebscohost.com.

Malinovski, B. (1923). The problem of meaning in primitive languages. In C. Ogden & I. Richards (Eds.), The Meaning of meaning. London: Kegan Paul.

Moore, T., Morton, J., and Price, S. (2012). Construct validity in the IELTS Academic Reading test: A comparison of reading requirements in IELTS test items and in university study. IELTS Research Reports, 11. IELTS Australia and British Council: Swinburne University.

Odell, L, Goswami, D and Herrington, A. (1983). The discourse-based interview: A procedure forexploring the tacit knowledge of writers in nonacademic settings. In L, T., Mosenthal and S. Walmsley (Eds), Research on writing: Principles and methods (pp 221- 236). New York: Longman

O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10. 418-437.

Olsen, L. A., & Huckin, T. N. (1990). Point-driven understanding in engineering lecture comprehension. English for Specific Purpose. 9. 33-47.

Power, D. E. (1986). Academic demands related to listening skills. Language Testing 3, 1-38.

Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-240.

Richards, J. C. (1985). The context of language teaching. Cambridge: Cambridge University Press.

Rost, M. (2011). Teaching and researching listening, New York: Pearson.

Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning. 17, 517-556.

Tauroza, S., & Allison, D. (1994). Expectation-driven understandings in information systems lecture comprehension. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 35-54). New York: Cambridge University Press.

Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. The Canadian Modern Language Review. 52, 200-223.

Young, L. (1994). University lectures-macro-structure and micro-structure. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 159-176). New York: Cambridge University Press.

Zhao, Y. (1997). The effects of listener’s control of speech rate on second language comprehension. Applied Linguistics. 18. 49-68.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.112

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.