Introduction
"Listening comprehension is at the heart of language learning."
- Kurita (2012)
- Kurita (2012)
While I already had an interest in strategies, my placement in a listening and speaking course for my practicum and action research project presented a new area for growth. I had no experience teaching listening and at first shied away from taking the skill on in my research. Listening is the least researched of the four skills (reading, writing, speaking and listening) as well as a challenging area for teachers and students. However, when discussions with my mentor professor, review of literature on second language listening, and a needs assessment indicated that strategies for listening comprehension was a significant need for class, I realized action research would provide an ideal opportunity to explore a relevant and compelling issue for second language learners and educators. In second language acquisition, L2 (second language) listening comprehension is at the center of successful language learning (Kurita, 2012). Yet, listening remains the least researched and least understood of the four skills (reading, writing, speaking and listening) (Vandergrift, 2007). This is partly due to the receptive nature of listening, which is only observable and measurable indirectly through productive skills (writing and speaking), outward behaviors, and learner self-reporting. Additionally, listening is often viewed as the most difficult skill to learn by second language learners (Kurita, 2012; Vandergrift, 2007).
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"When I try to listening English, I feel my ears are closed. I need something help my ears to opening English." - Student |