Getting to the Bottom of L2 Listening Instruction: Making a Case for Bottom-Up Activities

Autor/inn/en	Siegel, Joseph; Siegel, Aki
Titel	Getting to the Bottom of L2 Listening Instruction: Making a Case for Bottom-Up Activities
Quelle	In: Studies in Second Language Learning and Teaching, 5 (2015) 4, S.637-662 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Second Language Instruction; Listening Comprehension; Language Proficiency; Language Tests; English (Second Language); Teaching Methods; Language Processing; Quasiexperimental Design; Statistical Analysis; Action Research; Verbal Communication; Audio Equipment; Textbooks; Questionnaires; College Students; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverständnis; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Statistische Analyse; Projektforschung; Audio-CD; Textbook; Text book; Schulbuch; Lehrbuch; Fragebogen; Collegestudent; Ausland
Abstract	This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners' bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom-up listening instruction. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01