Archives for June 2016

Volume 6 – Issue 3

  1. Understanding the Role of Listening in Academic Vocabulary Instruction – An Inquiry
    Author/s: Karthickeyen Govindaraj
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  2. Exploring Language Teacher’s Roles: Personal Theories and Practices
    Author/s: Satyawan Polist
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  3. The Effect of Planning Pre-writing vs. Post-writing Task on Iranian In-termediate EFL Learners’ Paragraph Writing Ability
    Author/s: Pegah Doroudi & Morad Bagherzadeh Kasmani
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  4. Technology Integrated English Language Teaching: A Shift towards New Methodologies in ELT
    Author/s: Bhaskar Pandya
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  5. The Relationship between Emotional Intelligence and Language Learning Strategies of Iranian EFL Learners
    Author/s: Seyyed Rasool Mirghasempour & Mohammad Rajabpour
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‘Understanding the Role of Listening in Academic Vocabulary Instruction – An Inquiry’ by Karthickeyen Govindaraj

Abstract

This paper is divided into two sections. The first section – in restricting its focus to students learning English for Academic Purposes (EAP) – outlines the importance of listening as a learning-teaching tool in vocabulary acquisition with an emphasis on the Academic Word List (AWL). This is achieved by reviewing current literature surveying the nexus between cognition and listening in the word-learning process (Anderson, 1995). The review points out that while promoting the AWL via aural activities has its merits, students’ listening competence, learning styles and working memory will both arbitrate and in tandem determine these activities’ success in the EAP classroom. The second section questions the efficacy of bridging theory with practice by assessing a lesson plan influenced by memory, cognitive and compensation strategies (Oxford, 1989). This hypothetical lesson will discuss an in-class activity that helps promote the AWL to the EAP learner, via a listening-based exercise focused on the identification of discourse markers in lectures. Drawing attention to both strengths and limitations of the stated exercise, the paper concludes with the argument that the success of any AWL-led listening-based vocabulary activity is dependent on its integration with other receptive (reading) and productive (writing and speaking) learning skills.

Index Terms: Listening, Vocabulary acquisition, Academic Word List, English for Academic Purposes.

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