Abstract
This chapter begins by illustrating the types of obstacles that college-age Chinese learners of English face when listening to spoken English, which typically include both lower and higher level problems. Drawing on the literature and teacher interviews, this chapter moves on to discuss pedagogic strategies taken by Chinese college English teachers to help their students overcome these difficulties. The discussion leads to a set of pedagogical recommendations grounded in current research for teaching listening in China and other similar contexts where English is taught as a foreign language.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Chang, C.-S. (2016). Teaching L2 listening: In and outside the classroom. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 111–126). New York: Springer.
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
Field, J. (2009). More listening or better listeners? English Teaching Professional, 61, 12–14.
Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75.
Li, Q. (2013). Investigating the metacognitive approach to second language listening instruction. Unpublished MA dissertation, Nanyang Technological University, Singapore.
Renandya, W. A., & Farrell, T. S. C. (2011). ‘Teacher the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65, 52–59.
Richards, J. C. (2009). Teaching listening and speaking. Singapore: SEAMEO Regional Language Centre.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46, 5–22.
Siegel, J. (2014). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68, 22–30.
Stephens, M. (2011). The primacy of extensive listening. ELT Journal, 65, 311–313.
Vandergrift, L., & Goh, C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Wang, L. (2010). Chinese EFL learners’ listening comprehension difficulties: A comparison between teacher and student perspectives. Unpublished MA dissertation, Nanyang Technological University, Singapore.
Wang, L., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers’ perspectives. The Journal of Asia TEFL, 9(4), 79–111.
Wilson, M. (2003). Discovery listening—Improving perceptual processing. ELT Journal, 57, 335–343.
Zeng, Y. (2007). Metacognitive instruction in listening: A study of Chinese non-English major undergraduates. Unpublished MA dissertation, Nanyang Technological University, Singapore.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Questions for Reflection
Questions for Reflection
-
1.
What learner characteristics need to be taken into account when we decide how to teach L2 listening?
-
2.
What contextual factors should be considered when pedagogical decisions are made in an L2 listening classroom?
-
3.
What are some of the variables inherent to L2 listening tasks that may influence how listening should be taught and learned?
-
4.
In what ways can research on L2 listening inform pedagogy in the L2 listening classroom?
-
5.
In what ways is the teaching of L2 listening similar to and different from the teaching of other language skills?
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Renandya, W.A., Hu, G. (2018). L2 Listening in China: An Examination of Current Practice. In: Burns, A., Siegel, J. (eds) International Perspectives on Teaching the Four Skills in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63444-9_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-63444-9_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-63443-2
Online ISBN: 978-3-319-63444-9
eBook Packages: Social SciencesSocial Sciences (R0)