TRA CỨU
  • Bài trích
  • Exploring L2 listening instruction: examinations of practice /
Tác giả CN Siegel, Joseph.
Nhan đề Exploring L2 listening instruction: examinations of practice /Joseph Siegel.
Thông tin xuất bản 2014.
Mô tả vật lý tr. 22-30.
Tùng thư Oxford University Press.
Tóm tắt This paper contributes to L2 listening pedagogy by exploring listening instruction and examining teachers’ authentic listening lessons. Listening instruction has yet to be investigated systematically, and the literature has typically relied on anecdotal and intuitive accounts of what takes place in listening lessons. Therefore, this paper reports on a practical investigation into listening pedagogy through a review of 30 listening lessons taught and recorded by ten EFL instructors in Japan. Lesson content was transcribed and coded according to a priori categories informed by the literature. These categories included, among others, comprehension questions, bottom-up listening activities, and metacognitive listening strategies. Results revealed some teachers using a range of techniques while others limited their teaching to product-based approaches. The paper provides empirical descriptions of L2 listening instruction in practice and discusses pedagogic implications stemming from the results, including suggestions for how language teachers can expand their repertoires for the teaching of listening.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Phương pháp giảng dạy.
Thuật ngữ không kiểm soát Ngôn ngữ thứ hai.
Thuật ngữ không kiểm soát Pedalogy.
Thuật ngữ không kiểm soát Second language (L2).
Thuật ngữ không kiểm soát Giảng dạy tiếng Anh.
Thuật ngữ không kiểm soát Kỹ năng nghe.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 1.
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022|a09510893
039|a20200714105257|bhuongnt|y20140912155708|zhaont
0410 |aeng
044|aenk
1001 |aSiegel, Joseph.
24510|aExploring L2 listening instruction: examinations of practice /|cJoseph Siegel.
260|c2014.
300|atr. 22-30.
3620 |aVol. 68, No. 1 (Jan. 2014)
490|aOxford University Press.
520|aThis paper contributes to L2 listening pedagogy by exploring listening instruction and examining teachers’ authentic listening lessons. Listening instruction has yet to be investigated systematically, and the literature has typically relied on anecdotal and intuitive accounts of what takes place in listening lessons. Therefore, this paper reports on a practical investigation into listening pedagogy through a review of 30 listening lessons taught and recorded by ten EFL instructors in Japan. Lesson content was transcribed and coded according to a priori categories informed by the literature. These categories included, among others, comprehension questions, bottom-up listening activities, and metacognitive listening strategies. Results revealed some teachers using a range of techniques while others limited their teaching to product-based approaches. The paper provides empirical descriptions of L2 listening instruction in practice and discusses pedagogic implications stemming from the results, including suggestions for how language teachers can expand their repertoires for the teaching of listening.
65017|aNgôn ngữ|xGiảng dạy|zTiếng Anh|2TVĐHHN
6530 |aPhương pháp giảng dạy.
6530 |aNgôn ngữ thứ hai.
6530 |aPedalogy.
6530 |aSecond language (L2).
6530 |aGiảng dạy tiếng Anh.
6530 |aKỹ năng nghe.
773|tELT journal.|g2014, Vol. 68, No. 1.
890|a0|b0|c0|d0

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