@article{oai:tamagawa.repo.nii.ac.jp:00001172,
 author = {Dimoski, Blagoja and Milliner, Brett},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {It has been suggested that second language (L2) listeners are the most under-researched group of language learners (for example, see Harding, Anderson & Brunfaut, 2015; Yeldham, 2017). This dilemma is further exacerbated by test-orientated approaches taken by teachers which, by-and-large, are more interested in assessing learners’ level of comprehension (or lack of) rather than offering them specific instruction to develop their listening skills (Graham, Santos & Vanderplank, 2011; Siegel & Siegel, 2015). Recognizing these issues, and our limited skills to teach L2 listening effectively, we embarked on an action research project which began with giving listening greater prominence in our teaching. We have begun by developing original teaching materials to address bottom-up listening skills, which research has shown to be a more appropriate focus for developing lower-level learners’ listening skills (e.g., Siegel & Siegel, 2015). This paper shares three ELF-informed classroom activities that have been positively received in our ELF classes.},
 pages = {36--53},
 title = {Three Bottom-up Listening Training Ideas for the English as a Lingua Franca Classroom},
 volume = {5},
 year = {2019}
}