Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy
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Authors
Barnes, Katrina
Publication Date
2019-01-03Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
10
Pages
43-84
Type
Article
Metadata
Show full item recordCitation
Barnes, K. (2019). Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy. Journal of Trainee Teacher Educational Research, 10 43-84. https://doi.org/10.17863/CAM.84166
Abstract
The aim of this study was to discover whether using activities which encourage students to notice linguistic features (rather than simply test their aural comprehension) could serve to improve both students’ bottom-up listening skills and their self-efficacy, and therefore assist them in becoming more competent, confident linguists. To this end, I delivered a series of Listening-As-Modelling (LAM) activities to a mixed-attainment Year 7 French class over a 3-week period. Data were collected through a pre- and post-intervention dictation and questionnaire, as well as my own observation notes. The results indicated that LAM activities do have a generally positive impact on students’ bottom-up processing skills, with lower attaining students making the most significant gains. Students’ self-efficacy with listening also improved, and the study highlighted that LAM activities were particularly successful when they were student-centric in nature and delivered in a ‘safe’, familiar format.
Keywords
PGCE Secondary Modern Lnaguages, Classroom, Education, Year 7, Listen, Listening-As-Modelling
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.84166
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336745
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