Listening to Diverse English Voices through Podcasts

Autor/inn/en	Kidwell, Tabitha; Triyoko, Hanung
Titel	Listening to Diverse English Voices through Podcasts
Quelle	In: English Teaching Forum, 61 (2023) 2, S.2-11 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Audio Equipment; English (Second Language); Second Language Learning; Second Language Instruction; Language Variation; Language Teachers; Standard Spoken Usage; Native Speakers; Listening Comprehension; Teaching Methods; Models; Language Proficiency; Undergraduate Students; Majors (Students); Foreign Countries; Islam; Religious Colleges; Student Attitudes; Indonesia + Suchen Sie Ihr Suchwort? Audio-CD; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Language teacher; Sprachunterricht; Gesprochene Sprache; Umgangssprache; Muttersprachler; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Language skill; Language skills; Sprachkompetenz; Ausland; Schülerverhalten; Indonesien
Abstract	Traditionally, many English language teachers around the world have conformed to an English as a foreign language (EFL) model. In this model, they expose their students to the standard language norms of English-dominant nations, such as the United States and the United Kingdom. However, English learners do not only need language skills to communicate with native speakers from these nations. As globalization, technology, and migration bring people around the world into more frequent and sustained contact, learners also need to be able to engage with other speakers of English as an additional language. Therefore, a more appropriate model is English as an international language (EIL), which emphasizes users' ability to communicate with diverse global English users. To help students develop these abilities, teachers can use diverse listening materials that expose students to varied language models. In this article, we recommend podcasts as a rich source of diverse listening materials. Although we recommend using podcasts in intermediate- or advanced-level classes, with appropriate planning podcasts can be used even with beginner students. Below, we first explain what podcasts are and how they help students develop listening skills. Then, we describe strategies to include podcasts in listening lessons, based on our experiences in a listening course for first-year English major students at an Islamic university in Central Java, Indonesia. Finally, we share feedback from our students to offer recommendations for teachers interested in using podcasts in their own listening lessons and courses. (As Provided).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01