Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input

Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input

• Fung, King Tat Daniel The Education University of Hong Kong
• Lo, Yuen Yi The University of Hong Kong

System, 113, 2023

Elsevier

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBC Teaching Methods of Listening, Conversation, Speech & Their Outcomes

Listening Strategy English Medium Instruction Teacher Talk Linguistic Knowledge Second Language Listening Second Language Learners

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study takes a rarely employed learner's angle in examining how students are learning in the English Medium Instruction (EMI) classroom. Particularly, the study tapped into students' listening strategy use when comprehending the teacher input, a context that is underexplored for strategy research and yet highly important because teacher input predominates in the EMI classroom. An EMI class of Grade 11 Biology in Hong Kong was recruited. Through lesson observations and stimulated recall interviews with a purposively selected sample of eight students, a taxonomy of listening strategies in EMI was constructed. The taxonomy reveals the uniqueness of listening to the teacher in EMI context due to the non-existence of planning and prediction strategies, the identification of novel strategies, and the classification of content-mediated and language-mediated cognitive strategies. Factoring in students' linguistic knowledge and Biology achievement, the findings indicated the usefulness for students to deploy a range of language-mediated, content-mediated and metacognitive strategies in combination. This paper ends with implications for future research and pedagogy in order to make EMI learning and teaching more successful. Copyright © 2023 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 0346251X

• 10.1016/j.system.2023.103004

https://bibliography.lib.eduhk.hk/bibs/35f1806d

2023-07-14