Abstract:

If 45% of all communication is conveyed through listening, it follows that this skill represents enormous potential for learning. Developing listening skills, however, is not limited to achieving successful listening abilities alone, but it is core to the development of all language skills. This premise, together with the conviction that empowering the learner leads to the highest level of motivation, has led to the teaching and learning experience that forms the basis of this paper. The main question of this study is how can listening and student empowerment be applied successfully to a large group (N=100+) of advanced learners of English for Academic Purposes, whose objectives include English for debate? Furthermore, how can extensive listening be promoted in limited course time (30 hours)?

An analysis of the experience of mostly Italian students of English in their third and final year of the undergraduate program in International Studies (Political Science Department) attempts to answer these questions. Learners were divided into groups of six, and each was asked to prepare a listening and debate lesson for the class. Instructions regarded what mandatory aspects to include such as an authentic audio or audiovisual text, language focus including a dictation, and class discussion groups. The topics, however, were open, provided they were controversial or debatable and within the domain of current events or international relations. No restrictions were given as to how to go about this. The outcome was measured though pre- and post- listening tests, observation, questionnaires, and informal interviews (ongoing). Quantitative results indicate a distinct improvement in language abilities. These focused especially on listening skills because no other listening input was offered during the experience. (On the contrary, the same course includes an academic writing module which is presumed to influence overall language abilities.) Qualitative results show positive responses and engagement. An example may be learner initiatives to explore and apply such technological resources as Mentimeter, Google Forms, Wordwall to generate peer participation. Overall, this approach to learner-centered and learner-generated lessons based on listening texts has proven not only effective, but especially motivating and rewarding.

Keywords:

Listening, language development, student empowerment, debate.