Speaker
Abstract section 4: Outcomes/results
Participants will gain practical strategies for designing listening tasks that encourage learners to interpret meaning and engage more deeply with listening texts. The presentation will illustrate how interpretive listening activities can support student discussion, critical engagement with content, and connections between listening materials and broader social themes. Attendees will leave with examples of classroom tasks that can be adapted for their own listening courses.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to demonstrate how interpretive listening tasks can be integrated into university EFL listening courses. The presenter will share examples of classroom activities designed to move beyond fixed-response comprehension questions and encourage students to discuss, interpret, and reflect on the meaning of listening texts.
Abstract section 3: Content/method
Drawing on classroom practice in an advanced university EFL listening course in Japan, the presenter will introduce a series of interpretive listening activities that incorporate discussion, reflective writing, and collaborative interpretation. Sample tasks and materials will be presented, and participants will be invited to consider how similar activities might be adapted for their own teaching contexts.
Abstract section 1: Relevance
Listening instruction in many EFL classrooms frequently relies on comprehension tasks with predetermined correct answers. While these activities support decoding and general comprehension, they may limit opportunities for learners to interpret meaning, evaluate perspectives, and connect listening texts to broader social themes. Recent research in listening pedagogy emphasizes meaning-focused approaches that allow learners to engage more actively with spoken texts (Field, 2008; Vandergrift & Goh, 2012). By encouraging students to interpret and discuss listening content, interpretive listening tasks can support the development of learner voice and promote deeper engagement with language beyond the classroom.
Abstract section 5: References
Field, J. (2009). Listening in the language classroom. Cambridge University Press.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening. Routledge.
| Title | Beyond the Right Answer: Interpretive Listening |
|---|---|
| Teaching Context | College and university education |