Abstract

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.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Mihai, Florin

Degree

Master of Arts (M.A.)

College

College of Arts and Humanities

Department

Modern Languages

Degree Program

Teaching English to Speakers of Other Languages

Format

application/pdf

Identifier

CFE0008757;DP0025488

URL

https://purls.library.ucf.edu/go/DP0025488

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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