The purpose of the study was to analyze the self-reported experiences of Japanese English as a foreign language (EFL) pre-service teachers with listening comprehension skills in their teaching classroom as university students and in their learning classroom as EFL students. Currently, Japanese EFL education is changing rapidly and focusing on developing overall English skills that include listening, speaking, reading, and writing. However, pre-service teacher EFL education in Japan does not stress the importance of listening comprehension pedagogy. Moreover, there have been few studies about listening pedagogy from the perspective of preservice teachers. Through analyzing pre-service teacher's self-reported listening learning experiences, the current study aimed to analyze the current listening pedagogy targeting elementary, junior, and high school EFL preparation. Three participants responded to an interview conducted in Japanese regarding their experiences with the EFL listening pedagogy experiences in their teaching classroom as university students and in their learning classroom as EFL students. The interview data were transcribed, translated into English, and analyzed through a qualitative research approach. The findings revealed that the pre-service teacher training track focused mostly on developing the pre-service EFL teachers' language proficiency rather than their pedagogical knowledge. Several possible explanations for this trend that were Japanese-context specific were provided, as well as directions for future research on the topic.
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Master of Arts (M.A.)
College of Arts and Humanities
Teaching English to Speakers of Other Languages
Length of Campus-only Access
Masters Thesis (Open Access)
Yamamoto, Akira, "Analyzing the Self-reported Experiences of Japanese English as a Foreign Language Pre-service Teachers with Listening Comprehension Skills" (2021). Electronic Theses and Dissertations, 2020-. 786.