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The approaches the private school teachers used to teach listening could be roughly categorised into three types: (1) the conventional 'comprehension approach' (Field 2008, p.26) with a 'pre-listening – listening – post-listening' procedure, (2) the test-taking method, and (3) interactive listening with listening input and oral discussion.
Development of interactive listening facility and overall intelligibility and accuracy.
In particular we describe the use of this system as a tool (a) to practice listening to English as a Second Language (ESL) and (b) to enable children with severe disabilities to perform an interactive listening.
H6: listeninging strategy use will directly affect L2 listening anxiety.
Interactive listening involved an introduction to the topic, short listening passages, and student discussion and feedback.
However, the quality of interactive listening depended on the students' English proficiency and pressure from parents.
Table 1 shows the resulting general listening strategy questionnaire.
H5: listeninging strategy use will directly affect L2 linguistic knowledge.
Compared with the private school teachers, the public school teachers were more inclined to the interactive listening approach.
Other intervention studies involving listening strategy instruction focused on learners' development in strategies.
This study examines the links between L2 linguistic knowledge, L2 listening strategy use, self-determined motivation, and L2 listening anxiety relative to L2 listening proficiency.
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