Abstract
In this chapter, the authors compare teaching practices between teachers in Brazil and England by exploring their beliefs about and justifications for using certain listening activities in the classroom. Findings are discussed in relation to strategy development and the role of metacognition. The authors also address the issue of teaching and learning how to listen in contrast to teaching and learning listening task management.
Denise Santos is an Independent Researcher.
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References
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Questions for Reflection
Questions for Reflection
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1.
In this chapter we reported some procedures teachers claimed to follow when teaching listening as well as how they justified those procedures. How have you reacted to these procedures and justifications? To what extent do they relate to your own procedures and rationales?
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2.
Where do you situate your own beliefs and practices regarding listening on the process versus product continuum presented in the chapter? If you had to choose one aspect of this chapter that made you stop and rethink your beliefs and practices about listening, what aspect would that be and why?
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3.
What is the role of strategies in the way you teach listening? To what extent do you think you help develop learners who are ‘strategic listeners’?
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4.
To what extent do you feel that the curriculum and assessment frameworks in which you teach influence your beliefs and practices regarding listening? How might you work around any negative influences such frameworks might have on how you teach listening?
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Santos, D., Graham, S. (2018). What Teachers Say About Listening and Its Pedagogy: A Comparison Between Two Countries. In: Burns, A., Siegel, J. (eds) International Perspectives on Teaching the Four Skills in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63444-9_2
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DOI: https://doi.org/10.1007/978-3-319-63444-9_2
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