Learner development through listening strategy training

Joseph P. Siegel*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

It is widely accepted that listening skills are of vital importance to the communicative process. In fact, research shows that around 40% of the time adults spend communicating involves listening, a percentage that dominates time spent engaged in the other three skills (Feyten, 1991; Nunan, 1998). Likewise, Dunkel (1991) mentions that “[aural comprehension] is very possibly of more use to most learners of foreign languages than is speaking competence” (p. 436). Given these observations, it is surprising that, crucial as it is, listening is often overlooked in language classrooms (Flowerdew & Miller, 2005; Nation & Newton, 2009). Outside the classroom context, in general oral communication, the speaker rather than the listener is the center of attention. This situation may be reflected in language classrooms, where speaking often takes priority over listening.
Original languageEnglish
Title of host publicationRealizing autonomy: practice and reflection in language education contexts
EditorsKay Irie, Alison Stewart
PublisherPalgrave Macmillan
Pages78-93
Number of pages16
ISBN (Electronic)978-0-230-35848-5
ISBN (Print)978-1-349-32852-9
DOIs
Publication statusPublished - 2011

Fingerprint Dive into the research topics of 'Learner development through listening strategy training'. Together they form a unique fingerprint.

  • Cite this

    Siegel, J. P. (2011). Learner development through listening strategy training. In K. Irie, & A. Stewart (Eds.), Realizing autonomy: practice and reflection in language education contexts (pp. 78-93). Palgrave Macmillan. https://doi.org/10.1057/9780230358485_6