Book contents
- Frontmatter
- Contents
- Series editor's preface
- Preface
- Acknowledgments
- Part I HISTORICAL BACKGROUND
- Part II A PEDAGOGICAL MODEL AND ITS APPLICATION
- 6 A Pedagogical Model for Second Language Listening
- 7 Materials and the Pedagogical Model for Listening
- 8 Case Studies and their Relation to the Pedagogical Model
- Part III KEY ISSUES IN TEACHING AND TESTING
- Appendix: Concluding Questions for Reflection
- References
- Index
8 - Case Studies and their Relation to the Pedagogical Model
Published online by Cambridge University Press: 04 February 2010
- Frontmatter
- Contents
- Series editor's preface
- Preface
- Acknowledgments
- Part I HISTORICAL BACKGROUND
- Part II A PEDAGOGICAL MODEL AND ITS APPLICATION
- 6 A Pedagogical Model for Second Language Listening
- 7 Materials and the Pedagogical Model for Listening
- 8 Case Studies and their Relation to the Pedagogical Model
- Part III KEY ISSUES IN TEACHING AND TESTING
- Appendix: Concluding Questions for Reflection
- References
- Index
Summary
Introduction
In this chapter, we examine five situations in which the main focus of the course or context is developing listening skills. We present these case studies as a way of reflecting on some of the issues that have been raised in this book. In addition, we apply our model for listening presented in Chapter 6 and examine how the dimensions of the model are developed or not in each case study. As with the examination of textbooks in Chapter 7, our intention here is again not to expose deficiencies in any of the cases we examine. Instead, we intend to investigate what happens in real contexts where listening is taught or learned and, where appropriate, suggest how our proposed model might exploit the materials further.
Each of the case studies is very different, and so we attempt to set the scene first by way of a short introduction to the setting. This frames the context in which listening is developed. Then we briefly describe the courses and illustrate these with sample materials. Because of space limitations, we can use only examples of the materials, but we believe that these are helpful in illustrating what happens in each context.
After the description of each case, we apply our model. First, we look at the case and determine which dimensions of the model are applied in it. Usually, the materials themselves exploit a particular dimension. In some circumstances, however, through our personal contact with each case, we show how the teachers promote certain dimensions. Then we list those dimensions of the model that are not explicit in the materials and that teachers do not obviously exploit.
- Type
- Chapter
- Information
- Second Language ListeningTheory and Practice, pp. 124 - 162Publisher: Cambridge University PressPrint publication year: 2005