Abstract
This article investigates why listening is an important learning strategy and how listening can qualify students' academic learning and participation
opportunities in L1. Listening is an integral part of oracy and plays a role in most teaching. Good listening comprehension is thus necessary for active
participation in oral situations in L1.It is empirically underexposed what listening competence means for students' participation and academic
learning, and listening as an integral part of the school and L1 is didactic-nonexistent (Adelmann, 2012). This leads to the following RQ: Why should listening
have didactic attention in teaching, and how can listening qualify students' academic learning in L1?The assumption is that the development of students listening
strategies will strengthen their participation and academic learning (Høegh2020). Research indicates that students with poor reading comprehension
often also have weak listening comprehension and that focusing on development of listening competence can have a positive impact on
students' reading competence.The study is based on “oracy” and “dialogic teaching” research (Mercer & Littleton 2007) and more specifically “oracy
and listening” (Adelmann, 2009) and is a qualitative, exploratory study based on ethnographic methods (video observations and video stimulated
record protocols) which with an exploratory approach investigates the concepts of listening, listening competence, listening comprehension and
listening strategies.The objects of analysis are oral texts and is characterized as a fluid, unstable and ambiguous phenomenon that includes language,
body, facial expressions and context. Orality is defined as “a communicative unit, where bodies, facial expressions and gestures belong, and meaning
arises situationally (Høegh, 2018: 31). The Nexus analysis (Scollon, 2001) is used as an analysis framework in order to capture the invisible and
ambiguous. The purpose is to contribute to the development of literacy in L1 and to qualify practice by developing strategies for oral didactics.
opportunities in L1. Listening is an integral part of oracy and plays a role in most teaching. Good listening comprehension is thus necessary for active
participation in oral situations in L1.It is empirically underexposed what listening competence means for students' participation and academic
learning, and listening as an integral part of the school and L1 is didactic-nonexistent (Adelmann, 2012). This leads to the following RQ: Why should listening
have didactic attention in teaching, and how can listening qualify students' academic learning in L1?The assumption is that the development of students listening
strategies will strengthen their participation and academic learning (Høegh2020). Research indicates that students with poor reading comprehension
often also have weak listening comprehension and that focusing on development of listening competence can have a positive impact on
students' reading competence.The study is based on “oracy” and “dialogic teaching” research (Mercer & Littleton 2007) and more specifically “oracy
and listening” (Adelmann, 2009) and is a qualitative, exploratory study based on ethnographic methods (video observations and video stimulated
record protocols) which with an exploratory approach investigates the concepts of listening, listening competence, listening comprehension and
listening strategies.The objects of analysis are oral texts and is characterized as a fluid, unstable and ambiguous phenomenon that includes language,
body, facial expressions and context. Orality is defined as “a communicative unit, where bodies, facial expressions and gestures belong, and meaning
arises situationally (Høegh, 2018: 31). The Nexus analysis (Scollon, 2001) is used as an analysis framework in order to capture the invisible and
ambiguous. The purpose is to contribute to the development of literacy in L1 and to qualify practice by developing strategies for oral didactics.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 19 maj 2021 |
| Antal sider | 1 |
| Status | Udgivet - 19 maj 2021 |
| Begivenhed | NOFA8 – The 8th Nordic Conference on Subject Education - Varighed: 18 maj 2021 → 20 maj 2021 https://www.hvl.no/en/research/conference/nofa8/ |
Konference
| Konference | NOFA8 – The 8th Nordic Conference on Subject Education |
|---|---|
| Periode | 18/05/21 → 20/05/21 |
| Internetadresse |