'Teacher, the tape is too fast!' Extensive listening in ELT

Renandya, Willy A.; Farrell, Thomas S. C.

doi:10.1093/elt/ccq015

Cited by 173 publications

(157 citation statements)

References 9 publications

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…All learners "need to be shown that making guesses is not a sign of failure" (Field, 2002, p. 247), but is vital in comprehending real-world input. The practice of extensive listening is effective in exposing learners to real-life input (Renandya & Farrell, 2010). Renandya and Farrell (2010) defined extensive listening as "all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input" (p. 5).…”

Section: Increased Use Of Authentic Materialsmentioning

confidence: 99%

“…The practice of extensive listening is effective in exposing learners to real-life input (Renandya & Farrell, 2010). Renandya and Farrell (2010) defined extensive listening as "all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input" (p. 5). They argued that listening might be best learned through listening, just as advocates of extensive reading believe "reading is best learnt through reading" (p. 3).…”

Section: Increased Use Of Authentic Materialsmentioning

confidence: 99%

“…Extensive listening practice also helps students acquire more vocabulary, recognize various accents, and improve their pronunciation and speaking (Renandya & Farrell, 2010). Moreover, extensive listening is believed to augment students' motivation (Reinders & Cho, 2010).…”

Section: Definition Aim and Benefits Of Extensive Listeningmentioning

confidence: 99%

See 2 more Smart Citations

TED Talks as an Extensive Listening Resource for EAP Students

Takaesu¹

2014

LEiA

View full text Add to dashboard Cite

This study examines how TED (Technology, Entertainment and Design) Talks, used as an extensive listening material, affected college students' listening skills, and explores strategies to tailor the activity for lower-proficiency students. The qualitative data analysis, based on two surveys and students' journal entries, indicates that students felt the lectures improved their listening comprehension, enhanced their motivation, and accustomed them to listening to a variety of English accents. Finally, assisting students to select lectures appropriate to their comprehension levels and conducting various types of scaffolding activities for lower proficiency students are discussed. TED Talks and EAP StudentsSince 1984, TED Talks has featured lectures from around the world on technology, entertainment, and design. These lectures are available to the general public and have been used by educators since going online in 2007 (TED Talks, n.d.). Free transcripts in English and subtitles in over 40 languages accompany most of the lectures, delivered by native and nonnative English speakers.At a private liberal arts college in Tokyo, TED lectures were used as an extensive listening resource in a new academic speaking and listening course in conjunction with journal writing. As the lectures were a core listening task, their efficacy was gauged for future classes.To accomplish this, the following research questions were developed: 1. How do students view the effectiveness of the activity in regards to their listening skills? 2. What other benefits are engendered? 3. If the activity does not improve listening skills, what are the causes and how could these causes be addressed?The paper will begin with an overview of some recent trends in the teaching of listening in the EFL / ESL arena. The definition, purpose, and benefits of extensive listening practice will be explored, followed by details of how the TED lectures were incorporated into an English for Academic Purposes (EAP) course. Finally, survey results on students' perceptions of the efficacy 1Language

show abstract

Section: Increased Use Of Authentic Materialsmentioning

confidence: 99%

Section: Increased Use Of Authentic Materialsmentioning

confidence: 99%

See 1 more Smart Citation

TED Talks as an Extensive Listening Resource for EAP Students

Takaesu¹

2014

LEiA

View full text Add to dashboard Cite

show abstract

“…More recent studies have also found that a large number of learners consider listening the most difficult language skill (Field, 2008;Renandya & Farrell, 2011). Listening difficulties, as reported by L2 leaners, according to different studies, include concentration difficulties, high rate of speech (Hasan, 2000;Lynch, 2009), failing to recognize words they know or to separate the speech stream into manageable chunks (Goh, 2000), failing to recognize transition markers (Underwood, 1989), listening fatigue due to length of texts (Hasan, 2000) (Rost, 1994), failing to construct general meaning in spite of understanding individual words (Goh, 2000), and ineffective use of listening strategies (Hasan, 2000).…”

Section: A Results Analysis Of 11 Test D'évaluation De Français (Tef) mentioning

confidence: 99%

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Armiun

Rahmatian

Safa

et al. 2017

Acta Sci. Lang. Cult.

View full text Add to dashboard Cite

ABSTRACT. This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners' awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.Keywords: listening comprehension, metacognitive awareness, listening strategies, TEF, high-stake tests.Listening é o meu pesadelo: Por que aprendizes iranianos de L2 continuam apresentando baixo desempenho no módulo de listening RESUMO. Este trabalho apresenta os resultados de um estudo a respeito da maneira como candidatos iranianos aos testes de proficiência TEF ou TEFAQ tratam a compreensão auditiva enquanto habilidade. Investiga-se também a consciência e a exploração das estratégias metacognitivas desses candidatos enquanto escutam um documento de áudio. Uma tradução persa do Metacognitive Awareness Listening Questionnaire (MALQ) foi utilizada juntamente com outro questionário desenvolvido especificamente para esta pesquisa com os seguintes objetivos: a) calibrar a importância atribuída pelos candidatos ao listening em L2 em comparação com outras habilidades; b) averiguar quanto tempo eles gastaram na prática de listening; c) identificar com que frequência eles se aproveitam de documentos autênticos para melhorar seu listening. Os resultados mostraram não apenas uma subestimação da habilidade de compreensão auditiva pela maioria dos aprendizes iranianos de L2, mas também apontaram diferenças significativas na maneira como homens e mulheres exercitaram seus ouvidos e trataram o fluxo de áudio recebido. O artigo conclui que a consciência dos aprendizes a respeito das estratégias de listening precisa ser aumentada por meio de instrução em sala de aula e que a exploração frequente de documentos autênticos fora de sala de aula deve ser enconrajada.Palavras-chave: compreensão auditiva, consciência metacognitiva, estratégias de listening, TEF, testes de índices elevados.

show abstract

“…In addition to learning to listen, they listened to learn more about their areas of interest, assisted by a wide range of available podcasts. Such meaningful practice is widely recognized to be engaging for learners and indispensable in second language acquisition (Renandya & Farrell, 2011;Rosell-Aguilar, 2007). Finally, as described in the Methods section, this PL project was designed to integrate closely with the speaking and listening course through measures including introductory orientation, in-class podcast sessions, constant reminders from the instructor, peer experience sharing, podcast diaries, and project presentations.…”

Section: Discussionmentioning

confidence: 99%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

View full text Add to dashboard Cite

'Teacher, the tape is too fast!' Extensive listening in ELT

Cited by 173 publications

References 9 publications

TED Talks as an Extensive Listening Resource for EAP Students

TED Talks as an Extensive Listening Resource for EAP Students

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Asian-Focused ELT Research and Practice Voices from the Far Edge

Contact Info

Product

Resources

About