Redesigning listen pedagogies: Two Chinese examples

Jingyan, Cheng and Baldauf Jr., Richard B. (2007). Redesigning listen pedagogies: Two Chinese examples. In: Proceedings of: Redesigning Pedagogy: Culture, Knowledge and Understanding. Redesigning Pedagogy: Culture, Knowledge and Understanding, City of Singapore, Singapore, (). 28-30 May, 2007.

Author Jingyan, Cheng
Baldauf Jr., Richard B.
Title of paper Redesigning listen pedagogies: Two Chinese examples
Conference name Redesigning Pedagogy: Culture, Knowledge and Understanding
Conference location City of Singapore, Singapore
Conference dates 28-30 May, 2007
Proceedings title Proceedings of: Redesigning Pedagogy: Culture, Knowledge and Understanding
Publisher National Institute of Education
Publication Year 2007
Sub-type Fully published paper
Total pages 20
Language eng
Abstract/Summary Listening is a neglected skill in EFL teaching. In many parts of Asia, listening is not taught, but rather 'tested'. While this may have made sense in an era when listening was principally an examination skill, it is inadequate as a way of developing currently required communicative skills. This shift in emphasis has meant that there needs to be a shift in how EFL listening is taught. This paper examines two teaching programs that are being developed for use with Chinese students in Beijing and in Taiwan. In the classroom intervention occurring in Beijing, interactive listening - based on the notion that listening is real-life communication - is being trialed. Students are being asked to interact with each other in relation to the listen materials they are listening to. This study reflects the difficulties involved and the need for scaffolding inherent in introducing a new pedagogical technique. Students' resistance is also discussed. In the second study, listening strategy training has been introduced to try to improve the quality of listening outcomes. This has been combined with reflective strategies which aim to get students to focus on the strategies they use. While very different in their approaches, these two studies are indicative of need that university EFL teachers increasingly are feeling to improve the standards of pedagogy to meet the future communicative needs of their students. Redesigning pedagogy is not only happening top down, but teachers are accepting agency and responsibility for improving student learning by applying research to redesign their pedagogies.
Subjects 1302 Curriculum and Pedagogy
Keyword ESL
Classroom Research
Q-Index Code EX
Additional Notes Full text published on conference website

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Created: Wed, 20 Jan 2010, 15:50:47 EST by Tara Johnson on behalf of Faculty of Social & Behavioural Sciences