A descriptive framework for academic listening pedagogy: An observational study

Abstract

AbstractThis article reports on a case study that centers experienced language teachers as participants. To depict their instructional practices, the researcher employed grounded theory with open and axial coding design. To describe results, a listening experience framework was created that highlights the choices second language (L2) listening instructors make in what they explicitly ask their learners to listen to, reflect on, and respond to. Data analysis revealed that instructors spent far more class time offering strategies and instruction for adapted audio sources regardless of directionality than unadapted counterparts. Five percent of observed classes included a focused listening activity, but specific features of spoken language were not highlighted. Suggestions for a more systematic approach to L2 listening curriculum design and materials are shared.