Welcome to the InfoSci Platform
Reference Hub6
Priority of Listening Materials for Autonomous Intermediate Language Learners

Priority of Listening Materials for Autonomous Intermediate Language Learners

Vehbi Turel
Copyright: © 2014 |Pages: 18
ISBN13: 9781466662483|ISBN10: 1466662484|EISBN13: 9781466662490
DOI: 10.4018/978-1-4666-6248-3.ch017
Cite Chapter Cite Chapter

MLA

Turel, Vehbi. "Priority of Listening Materials for Autonomous Intermediate Language Learners." Human Rights and the Impact of ICT in the Public Sphere: Participation, Democracy, and Political Autonomy, edited by Christina M. Akrivopoulou and N. Garipidis, IGI Global, 2014, pp. 292-309. https://doi.org/10.4018/978-1-4666-6248-3.ch017

APA

Turel, V. (2014). Priority of Listening Materials for Autonomous Intermediate Language Learners. In C. Akrivopoulou & N. Garipidis (Eds.), Human Rights and the Impact of ICT in the Public Sphere: Participation, Democracy, and Political Autonomy (pp. 292-309). IGI Global. https://doi.org/10.4018/978-1-4666-6248-3.ch017

Chicago

Turel, Vehbi. "Priority of Listening Materials for Autonomous Intermediate Language Learners." In Human Rights and the Impact of ICT in the Public Sphere: Participation, Democracy, and Political Autonomy, edited by Christina M. Akrivopoulou and N. Garipidis, 292-309. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6248-3.ch017

Export Reference

Mendeley
Favorite

Abstract

In this chapter, the author offers suggestions to help in determining the priority of listening materials both for self-access Foreign Language Learning (FLL) centres and for home/self-study from the standpoint of view of autonomous intermediate language learners. To be able to make accurate, objective, reliable, and valid suggestions, firstly the author describes and then re-categorises the types of listening materials from the point of availability. Later, he accounts for some main features that he thinks pedagogically and psychologically need to be considered in giving priority to listening materials in terms of FLL and autonomous intermediate language learners. Finally, the result of the comparison is analysed, and some suggestions and hypotheses regarding their priority are made.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.