@article{oai:tamagawa.repo.nii.ac.jp:00001193,
 author = {Dimoski, Blagoja},
 issue = {2},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {Listening comprehension (LC) is an integral part of language learning. Although
course textbooks contain a diverse range of listening tasks for classroom learning,
they also tend to share some common, albeit potentially problematic, features worth
considering more deeply; namely, 1) listening is presented as an isolated skill
(i.e. detached from speaking), 2) visually-based supplementary material is often
underutilized, and 3) learners play a predominantly passive role in the process. The
current paper will argue that such traditional approaches to LC are not reflective of
real-world conditions our learners are likely to encounter, and to some extent, may
even run counter to our teaching aims. With this in mind, the paper will present
an alternative approach to LC, developed by the author, which can be used either
as an adjunct activity to existing listening segments in course textbooks or as a
substitute for them. In this approach, the source of auditory output is not technology,
but rather, it is the learners who engage in reading transcripts of listening texts
aloud to each other in pairs. This participatory process places ownership of the
language in the hands of the learners and opens, rather than closes, the door to
learner inquiry and the negotiation of meaning during the listening task itself,
providing greater authenticity and compatibility with ELF-oriented principles than
traditional approaches.},
 pages = {24--38},
 title = {A proactive ELF-aware approach to listening comprehension ELF awareness in a university World Englishes course},
 volume = {2},
 year = {2016}
}