ERIC Number: EJ1127116
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 42
From Perception and Knowledge to Classroom Practice: Teaching Listening Comprehension to Setswana Speakers of English in Junior Schools in Botswana
Sebina, Boikanyego; Arua, Arua E.
International Journal of Listening, v31 n1 p33-50 2017
The study investigated whether teachers' knowledge and positive perception of listening contribute to its teaching in junior secondary schools in Botswana. Using an observation schedule, data were collected from four schools in the Gaborone, Botswana, area. The main finding of the study is that knowledge of listening does not translate into good classroom practice. Among other things, the teachers neither taught listening communicatively nor followed the necessary stages in its teaching--pre-, while, and postlistening. This mismatch between knowledge and perception on the one hand and classroom practice on the other needs to be addressed in order for listening to be taught effectively in Botswana's junior secondary schools.
Descriptors: Foreign Countries, Knowledge Level, Secondary School Teachers, Observation, Teacher Attitudes, English (Second Language), Second Language Learning, Listening Skills, Listening Comprehension
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Botswana