The Challenge of Learning to Listen—Insights into a Design-Based Research Study in German EFL Secondary Education

Folkerts, Jens-Folkert; Matz, Frauke

Abstract

Listening is an integral part of oracy and needs to be continuously developed alongside speaking. For Foreign Language (FL) learners, learning to listen can be perceived as challenging because spoken input is ephemeral and fleeting, requiring rapid processing and short reaction times. The cognitive processes involved are complex and learners may not always be aware of them. Listening can also be challenging for FL teachers, both in terms of teaching and assessment because listening cannot be observed without involving other competences such as speaking or writing. This contribution focuses on these stakeholder groups and provides insights into both teachers’ individual practices of teaching listening as well as pupils’ perceptions of learning to listen. It reports on the first phase of a design-based research project in the German secondary school context. The present study combines both the results of a semi-structured interview study, focusing on teachers’ (n = 8) perspectives, and the results of a questionnaire study conducted with pupils (n = 96) Years 10–13.