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1

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

100%

Siegel J., Siegel A.

Studies in Second Language Learning and Teaching

|

2015

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vol. 5

|

issue 4

637-662

EN

This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom-up listening instruction.

2

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

100%

Siegel J., Siegel A.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 4

637-662

EN

This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom- up listening instruction.

3

Слово о русском диктанте

63%

Kopac T.

Studia Rossica Gedanensia

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2014

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issue 1

559-560

PL

Artykuł zawiera relację na temat międzynarodowego konkursu pod hasłem "Dyktando z języka rosyjskiego" odbywającego się od 2007 roku w Instytucie Filologii Wschodniosłowiańskiej Uniwersytetu Gdańskiego. Autorką tego projektu jest prof. Marcelina Grabska.

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2 Studies in Second Language Learning and Teaching

1 Studia Rossica Gedanensia

2 Siegel A.

2 Siegel J.

1 Kopac T.

3 2015

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

Слово о русском диктанте