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Title: Developing interactional listening strategies in a FL : a study of two classroom approaches
Author: Luk, Vanessa
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1994
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There are two basic approaches to the teaching of listening. The conventional teaching approach was based on the saying, 'practice makes perfect'. Recently, the approach of strategy teaching has been explored; despite some evidence as to its effectiveness in research on listening, there is still a divergence of opinion over the feasibility of the strategy teaching approach. This study investigates the teaching of interactional strategies to non-native speakers in interactional listening so they are more able to elicit responses from or negotiate meaning with their interlocutors in an attempt to solve communicative problems as they arise. It looks into the L2 comprehension and interpretation processes and the teachability of strategies in the areas of learning and communication. It explores the possibility of whether strategies can be used as a means of better listening ability or whether they, in fact, result from practice. An experiment was designed to evaluate the importance of the strategy and practice approach in interactional listening so as to find out which approach is more effective in helping adult learners of English to achieve better listening in conversations. The results indicate no quantitative differences between the performance of two groups of learners assigned to the two different teaching approaches. Perceived changes in individual subjects are analysed from a qualitative point of view, leading to a discussion of the various factors that might be involved when it comes to teaching L2 learners interactional strategies or strategies in general. One of the main conclusions emphasises the importance of training provided for teachers in strategy teaching. Teachers must have a thorough idea of what strategy teaching is and what is involved. They must develop the right kind of attitude towards innovative changes in the classroom methodology before they teach the students.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available