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Abstract

Abstract

Listening strategies have mostly been investigated in contexts where learners listen to audio recordings. However, a much more prevalent and indispensable listening task in the classroom is listening to teacher input, particularly in the English Medium Instruction (EMI) classroom where the goal of learning is directed towards comprehension of content subject knowledge (e.g., science, geography). Research has also shown that teacher talk dominates EMI classroom interaction, making it even more important to understand how learners comprehend teacher input. However, little research has been conducted in this area, and even less attention has been devoted to exploring how learners can learn to listen in this classroom context through strategy instruction. This paper reports on a study that implemented a listening strategy instruction programme for a class of secondary school EMI students. The study started with a needs analysis, followed by strategy instruction sessions, and lesson observations and stimulated recall interviews. This paper presents data from two EMI students as focal participants and explores how they improved their strategic behaviour when comprehending teacher input in the EMI classroom. Both students widened their strategic repertoires, but the high achiever benefited more from the strategy instruction programme than the weaker student. This paper ends with pedagogical implications, highlighting the importance of listening strategy instruction for EMI learners.

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2024-11-18
2024-12-13

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/content/journals/10.1075/aila.24021.fun
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Listening strategy instruction for EMI learners to understand teacher input in science classrooms
John Benjamins ; https://doi.org/10.1075/aila.24021.fun
/content/journals/10.1075/aila.24021.fun
/content/journals/10.1075/aila.24021.fun
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  • Article Type: Research Article
Keywords: teacher input ; strategy instruction ; English Medium Instruction ; science classrooms ; Listening strategies ; second / foreign language (L2)

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