Is listening instruction neglected intentionaly or incidentaly in foreign language teaching contexts?

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Is listening instruction neglected intentionaly or incidentaly in foreign language teaching contexts?
This study aimed to explore whether foreign language learners would benefit from listening activities in the coursebooks, and to what extent  foreign language instructors use the regarding activities. It is also intended in this study to determine the views of the teachers on the effectiveness of improving learners’ listening skill through the listening activities. In this respect, 51 teachers based in elementary and high schools in the province of Kayseri, Turkey participated in the present study. The survey was administered to the participants and their views were received and analyzed using SPSS 20.0 statistics programme. The results indicate that the participants to a great extent agree that listening has a crucial role in developing learners’ listening comprehension and pronouncing the target vocabulary correctly. The results also prove that learners benefit from the effective use of listening activities in the coursebooks, in developing self-esteem and learner autonomy.
Information about Author(s)*
Author 1
Author (Last name, First name)	Çakır, İsmail
Affiliated institution (University)	Ankara Yıldırım Beyazıt University
Country	Turkey
Email address	[e-mail]
Department & Rank	Department of English Language and Literature
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

• Listening,coursebook,correct pronunciation,fluency,self-esteem

References

1. Anderson A. & Lynch T. (1988) Listening. Oxford: Oxford University Press.
2. Arnold, J. (2000). Seeing Through Listening Comprehension Exam Anxiety. TESOL Quarterly 34(4), 777–786.
3. Berne, J. E. (2004). Listening comprehension strategies: A review of the literature.
4. Foreign Language Annals, 37(4), 521-531.
5. Brown, S. (2006). Teaching Listening. New York: Cambridge University Press.
6. Burely-Allen, M. (1995). Listening: The forgotten skill. New York: John Wily & Sons, Inc.
7. Chang, C-S. (2011). The effects of reading while listening to audiobooks: listening fluency and vocabulary gain. Asian Journal of English Language Teaching , 21, 43–64.
8. Chang, A., & Millet, S. (2013). Improving reading rates and comprehension through timed repeated reading. Reading in a Foreign Language, 25, 126-148.

9. Chang, A. C. S., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: some hard evidence. ELT Journal, 68, 31–40. doi:10.1093/elt/cct052
10. Clement, J. (2007). The impact of teaching explicit listening strategies to adult intermediate- and advanced-level ESL university students. Retrieved from ProQuest Dissertations and Theses. (UMI No. 3253098)
11. Cross, J. (2011). Comprehending news videotexts: The influence of the visual content. Language Learning and Technology, 15(2), 44-68.
12. Çakır, İ. (2012). Promoting correct pronunciation through supported audio materials for EFL learners, Energy Education Science and Technology Part B: Social and Educational Studies 4(3), 1801-1812
13. Dubin, F. & Olhstain, E. (1986). Course Design. Developing programs and materials for language learning. Cambridge: Cambridge University Press.
14. Eken, D.T.,& Dilidüzgün, Ş. (2014). The types and the functions of the listening activities in Turkish and English coursebooks. ERPA International Congress on Education (ERPA), Istanbul, Turkey, 152, 984-994
15. Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.
16. Fred, L., & Perry, J. (2005). Research in applied Linguistics. London: Lawrence Erlbaum Associates.
17. Garinger, D. (2002). Textbook selection for the ESL classroom. Center for Applied Linguistics Digest [online] 2 (10), n. pag. http://www.cal.org/resources/Digest/0210garinger.html
18. 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.
19. Gilakjani, A.P., & Sabouri, N.B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review, English Language Teaching, 9 (6), 123-133
20. Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28, 55-75.
21. Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165–182. http://dx.doi.org/10.1016/j.system.2005.11.001
22. Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower intermediate learners of French. Language Learning 58(4), 747-783
23. Gray, J. (2010). The construction of English. Culture, consumerism and the promotion
24. in the ELT global coursebook. Basingtoke: Palgrave MacMillan
25. Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
26. Hassani, M. & Rahimi, M. (2011). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia. Social and behavioral sciences, 31, 66-72.
27. Hatipoğlu, Ç., & Can, N. (2010). A proverb in need is a proverb indeed: Examination of the proverbs in the coursebooks used in Anatolian Teacher Training High Schools in Turkey. Paper presented at 2nd International Conference on English Language Teaching: Teacher Education and Development, Maltepe University, Istanbul.
28. Hinkel, E. (2006). Current Perspectives on teaching the Four Skills. TESOL Quarterly, 40 (1) 109-131
29. Hutchinson T., & Torres E. (1994). The textbook as agent of change. ELT Journal,
30. (4), 315-328
31. Krashen, S. (1985). The input hypothesis. London: Longman.
32. Liu, Y. C. (2009). The utilization of listening strategies in the development of listening comprehension among skilled and less-skilled non-native English speakers at the college level. Retrieved from ProQuest Dissertations and Theses. (UMI No. 3400780)
33. Lynch, T. (2009). Teaching second language listening. Oxford: Oxford University Press
34. Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjær, & J. Williams (Eds.), Performance and competence in second language acquisition (35–53). New York: Cambridge University Press.
35. Mendelsohn, D. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101.
36. Molina, V. (1997). Improving Student Listening Skills Through the Use of Teaching Strategies. Published Master’s Thesis, Saint Xavier University. Retrieved from http://www.eric.ed.gov/PDFS/ ED409537.pdf
37. Murphy, J. M. (1985). An investigation into the listening strategies of ESL college
38. students. ERIC Document Reproduction Service No. ED 278 275.
39. Nunan D. (1998). Listening in Language Learning. The Language Teacher. The Japan Association of Language Learning. 21(9), 47-51
40. Ockey, G. (2007). Construct implication of including still image or video in computer-based listening tests. Language Testing, 24, 517–537. http://dx.doi.org/10.1177/0265532207080771
41. Peacock, M. (1997). Choosing the right book for your class. The Essex Graduate Students Papers in Language and Linguistics, 1, 1-9. Retrieved from http://www.essex.ac.uk/linguistics/publications/egspll/volume_1/pdf/PEACOCK1.pdf
42. Rezaei, A., & Hashim, F. (2013). Impact of Awareness Raising about Listening Micro-skills on the Listening Comprehension Enhancement: An Exploration of the Listening Micro-skills in EFL Classes. Australian Journal of Teacher Education, 38(8). http://dx.doi.org/10.14221/ajte.2013v38n8.4
43. Renandya, W. A. & Farrell, T. S. C. (2011). Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal , 65 (1), 52-59
44. Renandya, W.A. (2012). The tape is too fast. Modern English Teacher, 21(3), 5-9
45. Richards, J.C. (2002). The role of textbooks in a language program. Cambridge University Press.w.onlineMET.com
46. Richards, J. C. (2010). Series editor’s preface. In N. Harwood (Ed.), English language teaching materials: theory and practice (pp. ix-xi). Cambridge: Cambridge University Press.
47. Ridgway, T. (2000) ‘Listening strategies—I beg your pardon?’. ELT Journal, 54 (2), 179–85.
48. Rost, M. (2005). L2 Listening. In: E. Hinkel. Handbook of research in second language teaching and learning.USA, Lawrence Erlbaum.
49. Rost, M. (2001). Listening. In R. Carter, & D. Nunan (Eds.), Teaching English to the Speakers of Other Languages. Cambridge: Cambridge University Press.
50. Rumelhart, D. (1980). Schema: The basic building blocks of cognition. In: R. Spiro, B. Brice & W. Brewer. (Eds.), Theoretical issues in reading comprehension, Hillsdale, NJ: Erlbaum.
51. Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42 (4), 237–246.
52. Shintani, N. & Wallas, P. M. (2014). Effects of listening support in second language classroom: A meta-analysis. English Teaching and Learning, 38(3), 71-101.
53. Siegel, J. (2012). Second language learners' perceptions of listening strategy instruction. Innovation in Language Learning and Teaching, 7(1), 1-18.
54. Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. SSLA, 31, 577-607
55. Thorn, S. (2009) Mining Listening Texts. Modern English Teacher, 18(2), 5-13
56. Tomlison, B. (1998). Materials Development. Cambridge: Cambridge University Press.
57. Underwood, M. (1989). Teaching listening. New York: Longman.
58. Ur, P.(1984). Teaching listening comprehension. Cambridge: Cambridge University
59. Press.
60. Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second
61. language listener. Language Learning, 53(3), 463-496.
62. Vandergrift, L. (2004). Listening to learn or learn to listen? Annual Review of Applied
63. Linguistics, 24, 3-25.
64. Vandergrift, L. (2007). Recent developments in second and foreign language listening
65. comprehension research. Language Teaching, 40(3), 191–210.
66. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
67. Vandergrift, L. (2011). Second language listening: presage, process and pedagogy.
68. In: E. HINKEL, ed. Handbook of research in second language teaching and
69. learning. Volume II. New York: Routledge. 455-471.
70. Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
71. Vogely, A.J. (1998). Listening comprehension anxiety: Students‟ reported sources and solutions. Foreign Language Annals, 31(1), 67-80.
72. Weber, R. P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: Sage.
73. Wilson, J.J. (2008). How to teach listening. Harlow: Longman.
74. Yasin Sharif, M., & Ferdous, F. (2012). Sources and Suggestions to Lower Listening Comprehension Anxiety in the EFL Classroom: A Case Study. English Language Teaching, 5(10), 92-104.http://dx.doi.org/10.5539/elt.v5n10p92