On the Relationship between the IELTS Listening and Listening in Academic English Programs

Autor/inn/en	Sabet, Masood Khalili; Babaei, Hamid Reza
Titel	On the Relationship between the IELTS Listening and Listening in Academic English Programs
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 2, S.170-179 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English for Academic Purposes; English (Second Language); Language Tests; Second Language Learning; Correlation; Listening Comprehension; Pragmatics; Information Literacy; Test Preparation; Second Language Instruction; Qualitative Research; Semi Structured Interviews; Foreign Countries; Teacher Attitudes; College Faculty; Teaching Methods; College Students; Iran; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Korrelation; Hörverständnis; Pragmalinguistik; Informationskompetenz; Fremdsprachenunterricht; Qualitative Forschung; Ausland; Lehrerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Language tests; Englisch
Abstract	The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFL. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi-structured interview with five participating academic English instructors from two state universities of Iran. It was found that whilst IELTS listening bears a little bit of resemblance to the one aspect of academic listening--the literal understanding, there are also some very significant differences. The findings suggests that the type of listening the IELTS requires is different from academic listening in terms of pragmatic understanding, the integration of skills, multiplicity of texts for listening, information literacy and the concept of construct irrelevant variance. The findings also indicate the overall usefulness of the IELTS preparation practices within academic English courses. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01