Teaching listening in middle schools: perceptions of practice

IF 3.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Elt Journal Pub Date : 2023-06-28 DOI:10.1093/elt/ccad031
Daniela Ramírez-Orellana, M. Cárdenas-Claros, Belen Cáceres-Ramírez
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Abstract

This qualitative case study first examined middle school teacher perceptions of practice regarding L2 listening instruction and, from these, proposes guidelines to favour L2 listening development. Novice middle-school teachers from Chile (n = 14) were guided within semi-structured interviews to reflect on their own L2 listening teaching practices in public and semi-private school classrooms. Verbal reports were transcribed and analysed using thematic analysis techniques and underwent systematic interrogation of qualitative data. The results show an overemphasis on teacher preference for task completion to the detriment of developing listening strategies. We present results and provide guidelines for teachers to integrate features of a metacognitive instruction approach to listening.
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中学听力教学:实践感知
本定性案例研究首先考察了中学教师对二语听力教学实践的看法,并据此提出了有利于二语听力发展的指导方针。来自智利的新中学教师(n = 14)在半结构化访谈中被引导反思他们自己在公立和半私立学校课堂上的第二语言听力教学实践。口头报告采用专题分析技术进行转录和分析,并对定性数据进行系统的询问。结果显示,教师过分强调任务完成的偏好,不利于听力策略的发展。我们提出了结果,并为教师提供了将元认知教学方法的特点融入听力教学的指导方针。
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来源期刊
Elt Journal
Elt Journal Multiple-
CiteScore
4.80
自引率
8.00%
发文量
50
期刊介绍: ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.
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