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Academic articles

Brown, R, R. Waring and S. Donkaewbua. 2008. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language. Volume 20, Number 1, October 2008

This study examined the rate at which English vocabulary was acquired from the 3 input modes of reading, reading-while-listening, and listening to stories. It selected 3 sets of 28 words within 4 frequency bands and administered 2 test types immediately after the reading and listening treatments, 1 week later and 3 months later. The results showed that new words could be learned incidentally in all 3 modes, but that most words were not learned. Items occurring more frequently in the text were more likely to be learned and were more resistant to decay. The data demonstrated that, on average, when subjects were tested by unprompted recall, the meaning of only 1 of the 28 items met in either of the reading modes and the meaning of none of the items met in the listening-only mode, would be retained after 3 months

Cutting, M. Making the transition to effective self-access Listening. The Language Teacher, 28(6), 21-24.

Davies, Helen. 1980. Focus on Listening. Alberta Modern Language Journal, v18 n3 p25-42 Spr 1980

This paper presents formats for activities and sources of materials which focus on developing students' listening skills and their awareness of the steps in the listening process. The activities are intended for the early stages of language learning and are divided according to their appropriateness for intensive or extensive listening. Intensive listening involves recognizing an auditory pattern that was formed mentally the first time a particular word or structure was recognized. Three types of activity are suggested to develop the intensive listening skill: (1) activities appropriate for the presentation of new structural or vocabulary items; (2) activities that focus on structure alone; and (3) activities that focus on listening for the message. Extensive listening is more general; it deals with unknown material and comes from a variety of sources. The activities designed to develop extensive listening skills focus on: (1) developing passive vocabulary; (2) increasing the ability to cope with unfamiliar material; (3) developing the ability to derive meaning from words and phrases rather than from a word-by-word dissection; and (4) developing the ability to listen selectively.

Donkaewbua, S. 2007.  The effects of previous partial word knowledge on vocabulary learning through listening. Ph.D. Thesis Victoria University, Wellington, NZ.

 

Kim, J.-H 2004. Intensive or Extensive Listening for L2 beginners. English Teaching. VOL 59; NUMB 3, pages 93-114

As many Korean teachers apply the method of intensive listening practice to improve their students' listening competence, this researcher suggests they evaluate the effect of that approach rather than blindly following current conventions. This study empirically examines the effects of intensive vs. extensive listening practice for the development of L2 listening comprehension. One hundred seventy-nine subjects in the 1st grade of middle school were divided into High and Low groups after taking a level test. While 71 of the extensive listening group listened to 40 short stories for 15 weeks, 108 of the intensive 1istening group listened to the same 5 stories 8 different times in the same period. Afterward an L2 listening comprehension test was administered and an analysis of covariance (ANCOVA) was performed on the resulting data. The covariate was the time spent on L2 listening outside the class. The result showed that extensive listening practice was more effective than intensive for the low level students. The findings suggest that for the purpose of encouraging lower level beginners' listening practice, extensive listening training is preferable.

Mac Yin Mee.1990.  Teaching Listening - an overview. The English Teacher Vol XIX 

Waring, R. 2008. Getting started with Extensive Listening. Cosmopier.

Waring R. 2008 Starting an Extensive Listening program. Extensive reading Journal v1

Wei Yu  Use Extensive Listening To Improve Students Listening Ability 作者/来源:位育中学 马婕    发布时间:2007-04-08

Other

Here is a guide to using graded readers for listening. There are some audio files too. It's from Penguin Readers. Other GR stuff is at http://www.penguinreaders.com/pr/resources/teachers.html

Cambridge University Press Reader's webpage Success with Extensive Listening

Online Moodle for EL

Listening Comprehension in English

Extensive or repeated Listening? A comparison of their effects on the use of listening stragetgies.