Listening is a major part of ELT, and in particular ELT materials, with a listening section consisting of comprehension questions…
Yeldham and Gruba (2013) argue that bottom-up strategy instruction is not enough; there is a need to develop an interaction between bottom-up and top-down processes in order to progress.
Nurmukhamedov (2017) looked at the lexical coverage of TED Talks in order to understand how much vocabulary a person needs to know to understand these presentations, and whether the disciplinary topic changes that number.
This article reports on a corpus-based study of the discourse of university lectures, which aimed to identify linguistic patterns that could help EAP / L2 students with note-taking. It finds some ‘standard’ formulaic expressions, as well as other discourse markers used by lecturers to highlight key terms or concepts.
In this article, Swan & Walter criticise top-down approaches to teaching general reading and listening comprehension and highlight what it might be more effective to focus on instead.
To help EAP students manage the challenges of academic listening, training programmes have been developed; this study investigates the efficacy of a metacognitive strategy training programme on students’ comprehension of academic lectures.
This study confirms common claims about the benefits of shadowing for improving English learners’ listening skills, namely that shadowing enhances learners’ phoneme perception, thus improving listening comprehension skills, and that shadowing is most effective with lower-proficiency learners.
Progress on Receptive Skills in CLIL and Non-CLIL Contexts
This longitudinal study considers the effect of CLIL teaching on comprehension skills, investigating whether CLIL and non-CLIL pupils progress in their reading and listening comprehension proficiency at the same rate.
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