Pre-listening Stage and Teaching Listening from the Adult Learner's Perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F12%3A10131067" target="_blank" >RIV/00216208:11210/12:10131067 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Pre-listening Stage and Teaching Listening from the Adult Learner's Perspective

Popis výsledku v původním jazyce

Since the beginning of Communicative Language Teaching we have taken for granted that teaching listening comprehension should be an integral part of every general English course and that a listening session in the classroom should consist of three stages: 1. pre-listening, 2. while-listening and 3. post-listening. However, how often do we teach listening specifically? Do we know what exactly happens in each stage? Is the pre-listening stage useful for all proficiency levels? Should we use the same pre-listening techniques for higher and lower proficiency levels? We decided to ask the students in our face-to-face courses in the Department of Language Studies about their experiences, opinions and attitudes to teaching/learning listening comprehension atA1-B1 levels (CEFR), with a focus on the pre-listening stage. The research dealt with the specific teaching/learning context of the Czech Republic, where English is taught as a foreign language. In 2012, an online questionnaire survey was

Název v anglickém jazyce

Pre-listening Stage and Teaching Listening from the Adult Learner's Perspective

Popis výsledku anglicky

Since the beginning of Communicative Language Teaching we have taken for granted that teaching listening comprehension should be an integral part of every general English course and that a listening session in the classroom should consist of three stages: 1. pre-listening, 2. while-listening and 3. post-listening. However, how often do we teach listening specifically? Do we know what exactly happens in each stage? Is the pre-listening stage useful for all proficiency levels? Should we use the same pre-listening techniques for higher and lower proficiency levels? We decided to ask the students in our face-to-face courses in the Department of Language Studies about their experiences, opinions and attitudes to teaching/learning listening comprehension atA1-B1 levels (CEFR), with a focus on the pre-listening stage. The research dealt with the specific teaching/learning context of the Czech Republic, where English is taught as a foreign language. In 2012, an online questionnaire survey was

Druh

O - Ostatní výsledky

CEP obor

AI - Jazykověda

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů