experiential Module
Outcomes from the Project
Embedded Files
Outcomes from My experiential module Project
Outcomes from My experiential module Project
To the left are my three pedagogical implications that should guide listening instruction in the world language classroom, as analyzed by the results of this study.
As teachers, if we remember that language acquisition is mostly a social process as far as students making sense of the language using the various tools available at their disposal--in this case, the metacognitive strategy of verifying and co-constructing information seen and/or heard with a peer--then listening instruction in the classroom does not have to be pushed to the back burner; reflection and goal setting need to be incorporated as part of the listening process.
Experiential module--video
Experiential module--video
Untitled_ May 1, 2022 4_40 PM.mp4In this video, I explain my EM project, including why I chose to examine listening, what frameworks I used, the theory and literature behind listening as a skill in the second language classroom, as well as the methodology and procedure for the project.
Results are highlighted visually and discussed, and pedagogical implications are emphasized. Bottom line: listening, as with any skill in the second language classroom, should not be done in isolation and is very much a part of the social process of language learning. I would also argue that listening is very much a skill that us within or approaching the Zone of Proximal Development (as coined by Lev Vygotsky), therefore this process needs to be social for students to use tools and each other to mediate the language for this process.
If you would like the Google Slides version of the presentation, please click here.
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