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Chapter 11. Listening

Exploring the underlying processes
  • Ruslan Suvorov
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Instructed Second Language Acquisition Research Methods
Ein Kapitel aus dem Buch Instructed Second Language Acquisition Research Methods

Abstract

Out of the four language skills, listening is generally deemed to be the least understood and most under-researched (Aryadoust, Kumaran et al., 2020), partly due to its complex and ephemeral nature. Given that neither the process nor the product of instructed L2 listening can be directly observed (Brown & Abeywickrama, 2019), understanding L2 listening development and learners’ performance on listening tasks poses a number of challenges for language educators and researchers alike. Traditionally, listening has been measured indirectly by analyzing its products, such as responses to comprehension questions, whereas research on the processes underlying L2 listening has been lacking (Vandergrift, 2010). Aiming to encourage the use of process-oriented approaches to investigating L2 listening, this chapter summarizes key research trends that are of particular relevance for ISLA and discusses four main methods that can be utilized for data collection and analysis in process-oriented L2 listening studies. The chapter concludes with step-by-step guidelines for implementing eye tracking into L2 listening studies and some additional recommendations for researchers interested in embarking on this type of research.

Abstract

Out of the four language skills, listening is generally deemed to be the least understood and most under-researched (Aryadoust, Kumaran et al., 2020), partly due to its complex and ephemeral nature. Given that neither the process nor the product of instructed L2 listening can be directly observed (Brown & Abeywickrama, 2019), understanding L2 listening development and learners’ performance on listening tasks poses a number of challenges for language educators and researchers alike. Traditionally, listening has been measured indirectly by analyzing its products, such as responses to comprehension questions, whereas research on the processes underlying L2 listening has been lacking (Vandergrift, 2010). Aiming to encourage the use of process-oriented approaches to investigating L2 listening, this chapter summarizes key research trends that are of particular relevance for ISLA and discusses four main methods that can be utilized for data collection and analysis in process-oriented L2 listening studies. The chapter concludes with step-by-step guidelines for implementing eye tracking into L2 listening studies and some additional recommendations for researchers interested in embarking on this type of research.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
https://doi.org/10.1075/rmal.3.11suv

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
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Heruntergeladen am 11.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/rmal.3.11suv/html
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