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How to Instruct EFL Listening Diagnostically #1312

Sun, May 16, 10:00-10:30 JST | Zoom 7
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In this session, how to instruct EFL listening based on theories and evidence is presented with practical teaching examples and listening strategies: Cognitive Psychology Theory of Anderson (2014) and Human Information Processing Theory of Schneider & Shiffrin (1977).

Many instructors do not often note the difference between testing and instructing when teaching listening in English. The most common method is that learners listen to English and the answers are given possibly with the audio script, the translation and the word list. The learners are often told to listen to the audio repeatedly until they fully understand it in case they have any mistakes.

However, this procedure is testing but NOT INSTRUCTION since where and why comprehension breaks down and how to overcome the problems are not specified. In this session, it is clearly pointed out that testing and instructing are NOT the same.

By the end of this session, those who attend will be able to instruct: - where learners’ comprehension breaks down and why - how to overcome the problems.

Question time is allocated at the end so that those who attend can ask about any unclear issues.

Presentation Assets

How to Instruct EFL Listening Diagnostically

Marisa Ueda (Ph.D.)

Marisa Ueda (Ph.D.)

Ritsumeikan University
Marisa Ueda is a professor in EFL Listening at Ritsumeikan University in Japan. In England , she did her Diploma in TEFL at the university of East Anglia and MA in Applied Linguitics at the University of Reading. She also obtained a full scholarship to read her D.Phil in Cognitive and Computing Sciences at the University of Sussex. Her doctoral research was conducted in the field of EFL Listening focusing on intermediate learners at Osaka University in Japan. Her research interests include EFL listening instruction with strategies and metacognition using medical scientific approach based on theories and evidence. Her five-year research project has been supported and funded by Japan Society for the Promotion of Science KAKENHI, Grant-in-Aid for Scientific Research (C), Grant Number P17K03037. She has been a visiting researcher at both the University of Lancaster and also at the University of Reading.