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Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy

Katrina Barnes
(PGCE Modern Languages, 2017-2018)
email: kb44689@gmail.com

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.

Copyright: © 2019. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file: [pdf] 001-038-burnsj

Citation:  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, Volume 10 pp.043-084 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])