Citation: Ryan, J. (2022). Listening in interaction: Reconceptualising a core skill. ELT Journal, 76(3), 367–374. https://doi.org/10.1093/elt/ccac006.
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Ryan (2022) Listening in interaction (postprint).pdf
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Abstract
For many language learners, listening represents a major source of anguish, with apparent success in the confines of the classroom failing to be mirrored in the ordinary interactions of daily life. One contributing factor may be the continued reliance on listening texts and activities that position the learner as a bystander rather than a participant. In response, the concept of interactive listening has drawn considerable attention in ELT. What has been largely missing, however, is the application of principles drawn from the last twenty years or so of empirical research in fields such as conversation analysis which reveal how interactions actually unfold for listeners. This article identifies five core concepts that may be fundamental to further developing a robust approach to listening in interaction: participation status, meaning as action, projection, participatory listenership, and recipient design.
Item Type: | Journal item |
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Uncontrolled Keywords: | listening, second language listening, listening pedagogy, interaction |
Subjects: | L Education > LB Theory and practice of education > LB1028 Education Research P Language and Literature > P Philology. Linguistics > P 94.7 Interpersonal communication |
Divisions: | Corporate > Research Office |
Depositing User: | Jonathon Ryan |
Date Deposited: | 26 Aug 2024 21:51 |
Last Modified: | 26 Aug 2024 21:51 |
URI: | http://researcharchive.wintec.ac.nz/id/eprint/8077 |