The Academic Listening Task: A Case Study

Malcolm J. Benson

TESOL Quarterly

Vol. 23, No. 3 (Sep., 1989), pp. 421-445 (25 pages)

Published By: Teachers of English to Speakers of Other Languages, Inc. (TESOL)

https://doi.org/10.2307/3586919

https://www.jstor.org/stable/3586919

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Abstract

This article reports on an ethnographic research project that investigated an ESL student's actual listening activities during one academic course at a U.S. university. Having successfully entered the university following a period of ESL instruction, the (Arabic-speaking) student became a master's candidate. Examination of his notebooks, together with interviews and recordings of lectures, revealed that rather than being preoccupied with the acquisition of new facts, he was engaging in a variety of processes relating both to the material and to the teacher. These processes involved the reduction of incoming linguistic data, the making of new connections within already familiar concepts, and an identification with the teacher's viewpoints. The findings lead to the idea that content-based listening classes would be helpful in ESL preparatory programs, and the guiding principles for the design of such courses are suggested.

Journal Information

TESOL Quarterly (TQ) is one of the most respected publications in second and foreign language teaching, with an annual acceptance rate of 8% of all article submissions. This scholarly journal serves as forum for researchers, linguists, and teachers. As a peer-reviewed journal, TQ's primary focus is to link theory with practice and to address the practical concerns of English language educators. The contributors influence the development of the profession by bridging research, scholarly discourse, and practice. Approximately 3,600 TESOL members and 1,700 academic institutions subscribe to TQ. Each September TQ produces a special issue on current hot topic. In September 2007, TQ will focus on Language Policies and TESOL: Perspectives From Practice.

Publisher Information

TESOL-Teachers of English to Speakers of Other Languages-is the acronym that refers to the professional association, the profession, and the field itself. Headquartered in Alexandria, Virginia USA, TESOL has more than 13,500 members from 140 countries. Its membership is a diverse mix of teachers, researchers, administrators, material writers, and curriculum developers whose primary focus is on enhancing English language learning, whether it is English as a second language (ESL) or English as a foreign language (EFL). TESOL's mission is to ensure excellence in English language teaching to speakers of other languages.

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