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ERIC Number: EJ1145020
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0826-435X
Promoting Process-Oriented Listening Instruction in the ESL Classroom
Nguyen, Huong; Abbott, Marilyn L.
TESL Canada Journal, v34 n1 p72-86 2016
When teaching listening, second language instructors tend to rely on product-oriented approaches that test learners' abilities to identify words and answer comprehension questions, but this does little to help learners improve upon their listening skills (e.g., Vandergrift & Goh, 2012). To address this issue, alternative approaches that guide learners through the listening process toward improved comprehension and fluency have been recommended in the literature. Based on a review of 6 popular intermediate adult English as a second/foreign language (ESL/EFL) textbooks, we found that most of the listening activities in the texts exemplified a product-oriented approach (testing word recognition or listening comprehension) rather than a process-oriented approach (providing instruction to aid in word recognition and comprehension). To enhance the integration of process-oriented approaches for teaching listening, we provide suggestions for activities to supplement product-oriented teacher-made and textbook activities. We begin with an overview of second language listening theory and research that justifies the incorporation of process-oriented instructional approaches in the ESL classroom. Then we report the results of our textbook review and present examples of recommended activity types that teachers and textbook writers could incorporate into their instructional materials to encourage a balanced approach to teaching listening. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A