Teaching the Sound System of English

Haslam, Mara

doi:10.1002/9781118784235.eelt0245

Cited by 1 publication

(1 citation statement)

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“…This point has been verified in SLA research. Chun and his associates stated that the prosodic dimension is a fundamental component of both listening comprehension and oral proficiency (Chun et al, 2008); Haslam posited listening and speaking share the same sound system of spoken language, and learners' production and perception accuracy should be improved through effective pronunciation instruction (Haslam, 2018). Macro-skills have received less attention in research.…”

Section: Rationale For the Two Constructsmentioning

confidence: 99%

Teaching EFLLs Listening Subskills With a Speaking-Listening Model in a Computer-Mediated Communication Setting

Zhao

Lee

2022

Front. Psychol.

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The purpose of this study is to explore the impact of teaching subskills, namely micro- and macro-skills, with a speaking-listening model on the improvement of listening competence. The research included 112 Chinese tertiary students with intermediate English proficiency who were recruited from around the country. Before attending a listening class, the experimental group engaged in oral practice of the subskills, while the control one engaged in conventional listening-oriented preparation before attending a listening class. A randomized controlled trial (RCT), as well as a questionnaire, were used to assess the listening skills. Following the results of the test analysis, we concluded that practicing listening subskills, first verbally and subsequently audibly, had a substantial impact on the development of listening competence. This efficiency was particularly evident when it came to growing discourse and pragmatical listening skills, rather than developing grammatical and sociolinguistic competence. The results of the questionnaire indicated that there was minimal difference between the two groups in terms of listening strategic competence. Our findings were confirmed by coding the interview data, which revealed that tertiary students’ self-agency and class participation had increased. The findings indicate that teaching tertiary students listening with speaking before listening in a computer-mediated communication (CMC) setting has an uneven influence on their development of listening skills.

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Section: Rationale For the Two Constructsmentioning

confidence: 99%