A COME-BACK TO LISTENING IN THE EFLT: THE SOLICITED BUT NEGLECTED SKILL

Najib Slimani, Nada El Idrissi Moubtassim

Abstract


By scholarly consensus, listening is a fundamental language-related skill. It is closely linked to and affected by other language skills, such as speaking, reading, and writing. The focus of language learning was initially on written communication. Slowly but surely, listening started to gain ground as a solicited skill for learners. Several theories and methods have cropped up to suggest new techniques and strategies geared toward fostering learners’ listening efficacy. However, the applicability of these methods to listening is far from being a challenge-free endeavour. Morocco-wise, there seems to be less focus on listening, and this is ascribed to various factors. Within this vein, this paper addresses listening-bound challenges liable to thwart the implementation of this important skill. The paper connects the dots around listening in the EFL context. The outcome of this review paper indicates that listening goes uncatered for in the Moroccan EFL settings. The fact of overlooking this skill is motivated by subjective and objective opinions.

 

Article visualizations:

Hit counter


Keywords


listening skill, language learning, foreign language teaching, neglect of listening skill

Full Text:

PDF

References


Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners [Unpublished Master’s dissertation]. Department of English, Colorado State University, Fort Collins, Colorado.

Anderson, A. C., Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.

Anderson, A. & Lynch, T. (2003). Listening. Oxford: Oxford University Press

Auerbach, C. (2018). Listening instruction in teacher education programs: A national survey. TESOL Quarterly, 52(1), 81-106.

Blank, F. (2023, April 23). Top 40 Most Spoken Languages in the World in 2023. Lingua.edu. https://lingua.edu/the-most-spoken-languages-in-the-world/

Boyle, J. R., & Hanna, R. C. (2017). Listening to Students: Assessing Listening Skills in the College Classroom. Journal of Educational Psychology, 109(4), 501-511. doi: 10.1037/edu0000158

Brown, H. D. (2008). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson Education.

Buck, G. (2001). Assessing Listening. Cambridge, England: Cambridge University Press.

Cahyono, B. Y., & Widiati, U. (2009). The teaching of EFL listening in Indonesia: The State of the Art. TEFLIN Journal, 20(1), 1-16.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press

Darti, D., & Asmawati, A. (2017). Analyzing students’ difficulties toward listening comprehension. English, Teaching, Learning, and Research Journal, 3(2) 211-228. https://doi.org/10.24252/Eternal.V32.2017.A9

Field, J. (2008). Listening in the language classroom. United Kingdom: Cambridge University Press.

Fielding-Wells, J., & Gunstone, R. (2013). Transforming learning in science and mathematics: How schools and universities can support change. Routledge.

Flowerdew, J., & Miller, L. (1996). The teaching of academic listening comprehension: A critical review. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 235-248). Dominie Press.

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988. https://doi.org/10.4304/jltr.2.5.977-988

Goh, C. C. M., & Kwang, K. Y. (2017). Teaching Listening in Second Language Classrooms. Routledge

Guo, N. (2006). An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement. Retrieved from https://www.semanticscholar.org/paper/An-Investigation-of-Factors-Influencing-English-and-Guo/5c131536bab22d043e806145ccd4bf3064efd554

Halliday, M. A. K., & Hasan, R. (1978). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford University Press.

Higgins, J. M. D. (1995). Facilitating listening in second language classrooms through the manipulation of temporal variables, [Unpublished doctoral thesis]. University of Kent at Canterbury.

Kolb, D. A., & Kolb, A. Y. (2017). Experiential learning theory: A dynamic, holistic approach to management learning, education, and development. The Sage Handbook of Management Learning, Education and Development, 42-68. doi: 10.4135/9781473971206.n3

Kolb, A. Y., & Kolb, D. (2009). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In SAGE Publications Ltd eBooks (pp. 42–68). https://doi.org/10.4135/9780857021038.n3

Mendelson, D. J. (1994). Learning to listen. USA: Dominie Press

Ministry of National Education (2007). English language guidelines for secondary schools: common core, first-year, and second-year baccalaureate. Societe Nadia Edition, Rabat.

Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 63-83). Boston, MA: Heinle & Heinle.

Morton, C., & Harris, B. (2018). Active listening in the classroom: Strategies to support student learning. Journal of Student Success, 9(1), 45-53. doi: 10.5206/jss/5556

Nunan, D. (1998). Approaches to teaching listening in the language classroom. In Proceedings of the 1997 Korean TESOL Conference. Taejon, Korea: KOTESOL.

Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce Murcia (Ed.), Teaching English as a Second or Foreign Language, (p.69-85). Boston: Heinle & Heinle.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Rost, M. (1990). Listening in language learning. New York: London

Rost, M. (1994). Introducing listening. London: Penguin books

Rost, M. (2013). Teaching and Researching: Listening. London: Routledge.

Rost, M., & Wilson, J. J. (2013). Active Listening. Routledge.

Vandergrift, L. (1997). The comprehension strategies of second language listeners: A Comprehension-Focused Model. Language Learning, 47(2), 289-316.

Vandergrift, L. (2019). Teaching L2 learners how to listen does make a difference: An empirical study. Language Teaching Research, 23(2), 166-187.

Vandergrift, L., & Baker, S. (2015). The relevance of second language acquisition theory to the teaching of listening. Canadian Modern Language Review, 71(3), 325-345

Vygotsky, L. S., & Halliday, M. A. K. (1986). Language and thought. The MIT Press.

Weber, A., & Rinck, M. (2016). Negative Consequences of Poor Listening Skills. In P. Paulus (Ed.), The Oxford Handbook of Group Creativity and Innovation (pp. 237-246). Oxford University Press.

Yagang, G. (1994). An investigation into some factors affecting a EFL listening comprehension. Journal of China West Normal University, 15(4), 95-99.

Youssef, S., & Baghdadi, E. (2022). Testing EFL Listening in the Moroccan Public High School: A Mixed-Method Approach. International Journal of Innovative Science and Research Technology, 7(11). https://ijisrt.com/assets/upload/files/IJISRT22NOV1101_(1).pdf




DOI: http://dx.doi.org/10.46827/ejfl.v7i2.4994

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).