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E-book: Exploring Listening Strategy Instruction through Action Research

  • Format: PDF+DRM
  • Pub. Date: 27-Dec-2015
  • Publisher: Palgrave Macmillan
  • Language: eng
  • ISBN-13: 9781137521903
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Exploring Listening Strategy Instruction through Action ResearchLarger Image
  • Format: PDF+DRM
  • Pub. Date: 27-Dec-2015
  • Publisher: Palgrave Macmillan
  • Language: eng
  • ISBN-13: 9781137521903
Other books in subject:

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Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal account of an action research intervention involving listening strategy instruction to investigate the viability of this innovative pedagogy in the Japanese university context. Each action research stage (plan, act, observe, reflect) is described in detail, showing how action research can be realized in practice. The book offers teachers a theoretical and practical framework for developing a listening strategies program and considers the factors that influence the effectiveness of such methodology. By providing an alternative to standard approaches for second language listening instruction, this book will be of interest to language teachers and researchers, teachers-in-training, graduate students, and teacher educators.

Reviews

Siegel provides inspiration and a game plan for classroom teachers and curriculum designers to integrate language strategy instruction in their courses. (Adam Murray, JALT Journal, Vol. 39 (2), November, 2017)

List of Figures and Tables
xii
List of Abbreviations
xv
Conventions for Naming Participants xvi
Part I Addressing a Gap in Second Language Listening Instruction
1 Personal and Professional Foundations of a Listening Strategy Intervention
3(20)
1.1 L2 listening: important but neglected
4(2)
1.2 Putting theory into practice: a focus on listening strategy instruction
6(2)
1.3 An extended and contextualized LSI investigation
8(1)
1.4 Project context
9(6)
1.4.1 The state of listening instruction in Japan: time for an upgrade
10(1)
1.4.2 Local university context
11(1)
1.4.3 Upper Intermediate English
12(3)
1.5 Participants in the LSI intervention: language educators and students
15(3)
1.6 Different dimensions of the `teaching listening' dilemma
18(2)
1.6.1 Meeting the dilemma through personal experience
19(1)
1.6.2 Meeting the dilemma through academic literature
19(1)
1.6.3 Meeting the dilemma through other L2 professionals in Asia
19(1)
1.7
Chapter summary: fertile area for advancement
20(3)
2 Listening and How It Is Taught
23(34)
2.1 An overview of L1 and L2 listening
23(5)
2.1.1 The meaning of listening
25(3)
2.2 How it happens: theories of listening summarized
28(10)
2.2.1 Coming from two directions: top-down and bottom-up processing
28(4)
2.2.2 Modeling the TDP--BUP relationship
32(3)
2.2.3 An additional perspective on the TDP--BUP relationship
35(3)
2.3 Teaching trends in L2 listening
38(15)
2.3.1 Review of classroom approaches to teaching L2 listening
42(6)
2.3.2 Listening strategies approach
48(3)
2.3.3 Reflections on previous and present listening pedagogies
51(2)
2.4 Present research situation
53(2)
2.5 Connecting theory with pedagogy
55(1)
2.6
Chapter summary
56(1)
3 The Listening Strategy Instruction Program
57(20)
3.1 Theoretical foundations for process-based LSI in UIE
59(6)
3.1.1 Teacher's role in process-based LSI
64(1)
3.2 The LSI intervention at Sakura University
65(5)
3.3 Distinguishing the study in the Japanese context
70(2)
3.4 Promoting qualitative methods in LSI research
72(5)
Part II Understanding the Listening Strategy Instruction Intervention
4 Appraising the Listening Strategy Instruction Intervention
77(25)
4.1 My qualitative stance toward research in language education
78(1)
4.2 Why action research?
78(9)
4.2.1 The typical AR sequence
79(1)
4.2.2 Recognizing the pros and cons of AR
80(3)
4.2.3 Educator positions within this AR
83(2)
4.2.4 The AR stages of the LSI intervention
85(2)
4.3 Overview of data collection
87(2)
4.3.1 Multiple methods and perspectives
88(1)
4.4 Data collection tools and procedures
89(8)
4.4.1 Questionnaires: primary data source
90(1)
4.4.2 Interviews: primary data source
91(2)
4.4.3 Classroom observations: secondary data source
93(3)
4.4.4 Pre-/post-tests: secondary data source
96(1)
4.4.5 Research journal: secondary data source
96(1)
4.5 Data collection overview
97(2)
4.6 Issues in research methodology
99(2)
4.7 Summary of methodology
101(1)
5 Iterative Findings from the Action Research Intervention
102(38)
5.1 Initial discoveries: findings from Phase One
104(9)
5.1.1 General listening background: what these learners think about listening
105(1)
5.1.2 Perceived listening improvement
106(1)
5.1.3 Listening strategy recall
107(2)
5.1.4 Projected listening strategy use
109(1)
5.1.5 Teacher modeling and listening explanations
110(1)
5.1.6 A time for reflection and change
111(2)
5.2 Adapt and advance: moving through Phase Two
113(11)
5.2.1 General listening background: listener beliefs in Phase Two
113(2)
5.2.2 Perceived listening improvement
115(2)
5.2.3 Listening strategy recall
117(2)
5.2.4 Projected listening strategy use
119(1)
5.2.5 Teacher modeling and listening explanations
120(1)
5.2.6 Monitoring the LSI through classroom observation
121(3)
5.2.7 A time for further reflection and change
124(1)
5.3 Readjust and continue: exploring Phase Three
124(15)
5.3.1 General listening background: listener beliefs in Phase Three
126(1)
5.3.2 Perceived listening improvement
127(1)
5.3.3 Listening strategy recall
128(3)
5.3.4 Projected listening strategy use
131(1)
5.3.5 Teacher modeling and listening explanations
132(1)
5.3.6 Monitoring the LSI in Phase Three
133(2)
5.3.7 Viewing impact of LSI through pre-/post-test scores
135(3)
5.3.8 The continuing AR spiral
138(1)
5.4 Summary of the AR narrative
139(1)
6 Participant Lenses: The Findings Viewed from Different Standpoints
140(43)
6.1 The process from the students' perspective
140(21)
6.1.1 Student questionnaire data: a comparative analysis
141(5)
6.1.2 Peer debriefing of open questionnaire items
146(2)
6.1.3 Student interview data: general consistency of learner voices
148(3)
6.1.4 Peer review of student interview findings
151(1)
6.1.5 Student interview extracts
151(9)
6.1.6 Summary of student perspectives
160(1)
6.2 The process from teachers' perspectives
161(19)
6.2.1 Teacher interview data
161(9)
6.2.2 Through the lens of classroom observation
170(3)
6.2.3 Peer debriefing of classroom observation findings
173(1)
6.2.4 Peer debriefer overall perspective
174(2)
6.2.5 Research journal data
176(4)
6.3 Seeing through various `lenses'
180(3)
Part III Positioning the Listening Strategy Instruction Project in the Field
7 Reflections and Key Findings for the Local Context
183(34)
7.1 Reflecting on the findings through triangulation
184(9)
7.1.1 Triangulating student perceptions of LSI
184(1)
7.1.2 Triangulating perceived listening improvements
185(1)
7.1.3 Triangulating teacher perceptions of LSI
186(2)
7.1.4 Triangulating participant views through member checking
188(2)
7.1.5 Triangulating the positive and negative aspects of LSI
190(3)
7.2 Reflecting on the study through AR standards
193(4)
7.2.1 Applied research within a real-life environment
193(1)
7.2.2 Confirmability
194(1)
7.2.3 Dependability
194(1)
7.2.4 Credibility
195(1)
7.2.5 Transferability
195(2)
7.3 Interpreting the study through the research objectives
197(14)
7.3.1 Research objective 1: what are learner perceptions of LSI?
197(4)
7.3.2 Research objective 2: what are teacher perceptions of LSI?
201(4)
7.3.3 Research objective 3: what factors contribute to success in a listening strategy instruction program for intermediate EFL university learners in the local Sakura University context?
205(6)
7.4 Key messages from the project
211(4)
7.4.1 Key messages from UIE student and teacher perspectives
211(3)
7.4.2 Key messages for the curriculum planning of LSI
214(1)
7.5 Final thoughts on key messages
215(2)
8 Listening Strategy Instruction in the Broader Second Language Context
217(21)
8.1 Defining the scope of the project
217(3)
8.2 Limitations and delimitations
220(4)
8.2.1 Theoretical limitations and delimitations
220(1)
8.2.2 Limitations and delimitations of the research design
220(2)
8.2.3 Practical limitations and delimitations
222(1)
8.2.4 Making progress by mitigating limitations
223(1)
8.3 Implications
224(5)
8.3.1 Implications for the Japanese university context
224(1)
8.3.2 Implications for the wider L2 teaching and learning community
225(2)
8.3.3 Implications for teacher education
227(2)
8.4 Theoretical advances
229(3)
8.5 Directions for future research
232(4)
8.6 Closing remarks
236(2)
Appendix 1 Questionnaire Items 238(2)
Appendix 2 Student Interview Protocols 240(1)
Appendix 3 Teacher Interview Questions 241(1)
Appendix 4 Phase Two Observation Comment Sheet Prompts 242(1)
Appendix 5 Phase Three Observation Sheet Behaviors Checklist Categories 243(1)
Appendix 6 Additional Examples of Classroom Observation Comments 244(3)
Appendix 7 Post-Peer Review Questions for Peggy 247(1)
References 248(9)
Index 257
Joseph Siegel is Associate Professor in the Faculty of Economics at Meiji Gakuin University, Tokyo. Many of his published works are on the topics of second language listening pedagogy and strategy instruction. Among his research interests are teaching and learning practices related to second language listening and the development of pragmatic competency.
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