LEARNER AUTONOMY IN
LISTENING COMPREHENSION FOR INITIAL TEACHER TRAINING
Hella Klink
Petra Schattschneider
Target group
Teacher trainers and teacher trainees of MFL
German teacher trainees have
already passed their State Exam 1st Degree which means they have
finished their university studies, i.e. the first phase of German teacher
training.
During the two-year teacher
training course (i.e. the second phase of German teacher training) they will
acquire theoretical knowledge in didactics, methodology and general pedagogy in
the seminar as well as teaching practice at school.
This module can be adapted to
the requirements of other teacher training systems.
Focus
The didactics of
receptive listening
We believe that basing our
module on constructivist insights, enhances our teacher trainees’ teaching
skills of receptive listening. Thus we focus on the reactivation of previous
knowledge, strategies and collaborative learning. We have not included
reception in interactive listening situations.
Objectives
On the basis of our module, learners develop didactic and methodological
concepts of listening comprehension which enable them to handle different
learning or teaching situations. By becoming aware of the processes involved in
listening comprehension, the teacher trainees:
·
discover listening strategies
·
are enabled to plan, structure and give a lesson focusing on listening
comprehension
·
develop and apply instruments of /for (self-)evaluation.
Structure and procedure
Our module of learner
autonomy in teacher training sets out from an initial phase of guidance by the
teacher trainer. It finally leads to the trainees’ (self-)evaluation by
applying the principles of self-management and directed attention.
This module concentrates on
the basic features of learning and teaching listening comprehension. Since our
approach is guided by the principles of learner autonomy, there is no special
time frame.
As a part of a “spiral”
curriculum, this topic must be grasped by the teacher trainees themselves as
well as by the teacher trainers during the training course.
Material
Appendix 1:
Lluis Llach, L’estaca
Appendix 2: transcript of a
Spanish interview (Pinochet)
Appendix 3: excerpt from Algo de mi vida by Pablo Neruda (classroom material)
Appendix 4: transcript of a
scene from a Spanish video on Andalucía (classroom material)
Rationale
On entering the second phase
of teacher training, German teacher trainees have already passed their State
Exam 1st Degree, which means they have finished their university
studies. So they know about the importance of listening comprehension as the
primary activity within the acquisition process of L2. They are also aware of
the fact that there is a basic distinction between bottom-up (data driven) and top-down
(concept driven) processing.[1]
Furthermore, they are
familiar with the principles of modern foreign language teaching[2].
On the other hand, they lack practice and experience with regard to the use of
texts for listening comprehension in
the foreign language classroom, i.e. they only have a rather vague or
superficial understanding of actually teaching listening comprehension.
As the trainees are faced
with the actual requirements of teaching on an everyday basis, it is of prime
importance to them that they obtain practical advice as to how to plan a lesson
(i.e. structure or lesson plan and methodological approach) as well as how to
find material for the classroom. This is why they are highly likely to want
their trainers to provide them with material suitable for listening comprehension
in the classroom.
Although most of our (adult)
trainees prefer to proceed autonomously, they nevertheless expect their teacher
trainer to comment on the progress and results of their work, give constructive
criticism and challenge them. The teacher trainer, on the other hand, aims at
helping to instil professional behaviour in these future teachers who ideally
question their own decisions as to the latter’s compatibility with both the
results of current second language teaching research and the general guidelines
/ curriculum.
“Autonomy” means that they
structure the work process themselves, e.g. by distributing tasks among the
members of their group. Thus they choose a speaker, fix the topics and
objectives of their discussion, determine the time limit for each phase of
their group work, fix the conditions / modes of presentation as well as
feedback, etc.
For a learner
autonomy-focused approach to be successful the time span of a teacher training
course must not be disregarded, i.e. learner autonomy phases should stand in
efficient proportion to guided learning. Ultimately, we hope to install learner
autonomy in our teacher trainees and, as a consequence, in their school pupils
as well.
Roughly speaking, our module
of learner autonomy in teacher training sets out from an initial phase of
guidance by the teacher trainer. It finally leads to the trainees’
(self-)evaluation via processes built on the principles of self-management and
directed attention.[3]
Testing the module
So far, we have tried out the
ideas in this module once during a two-day seminar with about 30 trainees from
three teacher training institutions. Our topic was “Listening Comprehension in the Spanish Classroom with Different
Levels”.
PREPARATORY
STAGE
We started the seminar with
the questionnaire below which was meant to serve the following three purposes:
1. To help us carry
out a survey into our trainees’ individual experiences and previous knowledge
in order to raise their consciousness of their preconceptions and presuppositions
as to the role of listening comprehension in the foreign language classroom.
2. To provide a
common basis for the final evaluation (cf. p. 8), which required our trainees to determine the progress they
had made in their individual learning processes. (This involved modifying and/
or revising their concepts; deepening their methodological understanding;
increasing of their own collection of texts suitable for listening
comprehension etc.).
3. To facilitate the
final plenary discussion of the limitations and opportunities of a learner
autonomy-focused approach to listening comprehension in the classroom as well
as in teacher training.
Getting
started
|
|
1. What do you
expect from the seminar? |
|
2. Please evaluate
the importance of texts for listening comprehension in the language
classroom. |
|
3. In your opinion,
what function(s) do listening texts have? |
|
|
|
Observations |
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4. Do the teachers
at your school use texts for listening comprehension? |
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5. If so, what
kinds of texts are these? |
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6. How often do
they use these texts? |
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7. What difficulties
may occur in lessons focusing on listening comprehension? |
|
Teaching
experiences |
|
8. Have you had any
experiences of listening comprehension practice? |
|
9. If you haven’t,
why not? |
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10. If you have,
what kinds of texts have you used? |
|
texts
from course books |
|
recordings
of radio programs |
|
songs |
|
other
kinds:.................. |
|
|
Planning lessons
|
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11. What sources do
you make use of in order to find texts suitable for listening comprehension? |
|
12.
Please outline a short sequence of teaching/ learning ideas aimed at the
development or improvement of listening strategies in the classroom. |
After filling out the
questionnaire, the teacher trainees are invited to reactivate and systematize
knowledge acquired prior to this phase (university studies, general knowledge,
etc.) as well as their own practical experiences gathered as teacher trainers
and during their own years as students at school. To aid this process, the
trainees are asked to warm up before their first session of listening
comprehension, by informing themselves about the topic. They might consult the
general guidelines presented in the curriculum as well as resource books and
secondary literature accessible to them (see Bibliography).
The teacher trainer provides
a wide range of authentic listening materials and a bank of secondary
literature (content material). With
the aim of raising the trainees’ consciousness of strategies employed during
the process of listening, the trainer selects a text of medium difficulty for
an audio-presentation to the seminar group. For example, a Portuguese or
Catalan text could be given to trainees of Spanish because they need to
reactivate their knowledge of Roman languages as pupils in Spanish lessons
often do by making use of their knowledge of Latin or French.
Given some trainees’ need for
models, the trainer should also supply them with material already adapted for
use in the classroom, i.e. with accompanying tasks, worksheets, etc. (process material).
As a result of these
preparations, the topic can be dealt with more efficiently, because essential
aspects of the theory of listening comprehension (cf. rationale) and the
different methodological approaches can be agreed upon more quickly. What is
more, trainees are likely to become aware of and express desiderata.
FIRST
STAGE: STOCKTAKING - THEORETICAL FOUNDATIONS (GUIDANCE)
Phase 1: introduction[4]
Taking into consideration the
level of the group[5] as well as
the amount of preparatory work done at home, the terminology of listening
comprehension is introduced and the trainees are led to an understanding of the
relevance of listening comprehension for/ within the acquisition of a foreign
language as well as the importance of listening strategies in general.
Phase 2: experience
The trainees are presented
with the (Catalan / Portuguese/...) text mentioned earlier (see Appendix 1). While listening to it, they jot down what they actually
understand and which strategies they employ to decode an audio-text that bears
some affinity with a language they know. In other words, this phase aims at
making them aware of their own strategies of listening to and processing
audio-information.
Phase 3: reflection
While the whole group is
discussing the conclusions of phase 1 and the experiences of the previous
phase, trainees develop a cluster illustrating the different aspects connected
with the topic of listening comprehension. (cf. figure 1). Whatever its
concrete form, this cluster should include theoretical and practical
considerations.
Fig. 1
SECOND STAGE: ORIENTATION AND GROUP
FORMATION (SELF-MANAGEMENT)
The teacher trainer hands the
moderation over to the plenum of trainees who then choose their chairperson(s).
From this point on the trainer adopts the role of an adviser with a supportive
function.
In the ensuing round table
discussion the teacher trainees might reflect upon the possible exploitation of
listening strategies in the classroom. The function of this discussion,
however, is to facilitate group formation on the basis of common interests:
By discussing their concepts
and ideas, the trainees come to a decision about a particular aspect from the
cluster that they think is an appropriate starting-point in order to approach
the phenomenon of listening comprehension. It is envisaged that trainees form
groups (based on the division of labour) according to the categories expressed
in figure 1. For example, they might choose to start from the theoretical
background or a text type such as a news program, etc.
THIRD
STAGE: GROUP WORK
(DIRECTED ATTENTION)
The individual groups agree
on how they want to proceed. In detail this means:
1.
Agreements concerning the objectives
· The imaginary
group members presented here have decided to work on an interview with Pinochet
(cf. Appendix 2). They want to plan a lesson for advanced learners of English
or Spanish. Their special focus is on using either text to enhance their
students’ listening comprehension skills.
· They also agree
upon the following steps and objectives:
a)
Every group member has to fully understand the text in question before
dealing with it in the group. This implies an individual analysis of the text
(vocabulary, content, structure, style,..)
b)
The group has to determine what the learning objectives are for the
course they want to teach. This entails an implicit or even explicit didactic analysis and didactic reduction.[6]
c)
The group members have to meet the requirements and standards set by the
curriculum, the consensus in current discussions on teaching approaches, etc.
2.
Agreements concerning the distribution of tasks
On seeing that there are
process-related and product-related tasks, the group members allocate the
following responsibilities to each other:
· As regards the
organization of their work, they will have to decide who is to be the group’s
chair(wo)man, secretary, presenter, ....
·
With respect to the school classroom, they will have to design material
for the pupils, plan student-centered tasks, think of possible forms of
evaluation,...
3.
Agreements concerning the work schedule
The group should work out a
program that generally reflects the following order:
· individual
listening to and analysis of the news program/ interview
· group analysis of:
a) the content of the
text (topic, subtopics, sense units, keywords, speaker, ...)
b) listening strategies
( intelligent guessing, inferring, selective listening, note-taking,...)
·
application to the classroom (teaching objectives, methodological
approach, exercises, evaluation).
4. Realization /
putting into practice
· The teacher
trainees agree on a possible methodological approach to the particular text by
discussing, examining and rejecting different ideas. To justify their decision,
they analyze the specific operations and processes carried out while listening
to the text and try to pinpoint the reasons for their reactions.
· Subsequently, they
choose exercises and activities that they consider to be suitable to develop
their students’ listening skill (e.g. discriminating between different sounds,
identifying internationalisms, making use of listener’s expectations,
gap-filling, etc.).
· All in all, the
structure of their lesson plan should indicate the teacher trainees’ efforts to
be guided by the principles of modern foreign language teaching/ learning (see
rationale and footnote) as well as the scope of possible strategies employed in
listening comprehension (listening for gist, selective and detailed listening,
...).
In
detail, this process might result in a sequence of lessons such as the one
sketched below:
|
1) For use of the interview with Pinochet in a foreign
language classroom, the teacher trainees draw the students into the situation
by creating a courtroom scenario. As the text is quite difficult, its
presentation is divided into four sense units each of which is accompanied by
a specially designed exercise. |
|
|
|
2) a) They then
prepare a gap-filling exercise for the first part that focuses on the
lexical sets of dictatorship and political crime in order to draw the
learner’s attention to these items. |
|
|
|
b)
Before listening to the second paragraph, the students are handed out some
true or false sentences aimed
at a more detailed understanding of the interview. |
|
|
|
c)
Having realized that the third part is a very complex one, the trainees first
check the gist of the text, after which they test their students’ detailed comprehension
by repeatedly listening to the tape. |
|
|
|
d)
The last sense unit is very difficult to understand which is why the trainees
decide to back it up with a transcription that gives visual support to the
passage. After this combined reading-listening exercise,
students show they understand the text by formulating a key content question. |
|
|
|
3) Follow-up
activities range from grammar exercises (conditional clauses) and creative
writing (Write a newspaper article / a letter to the editor) to recording
personal reflections and comments. |
FOURTH
STAGE: PRESENTATION ( (SELF-)EVALUATION)
The teacher trainees come
together in the plenum and each group presents their results to the others. On
the basis of criteria previously agreed upon, both the work process and the
actual planning of the lesson are discussed and (theoretically) evaluated by
the plenum.
The group itself should
evaluate their results in a practical way by means of microteaching, thus
comparing the original objectives with the outcome in the classroom. With
hindsight, the trainees can revise their lesson plan or their teaching
objectives. In any case, opportunity should be given for the individual
trainees to keep track of their own progress and to set new goals for
themselves.
Evaluation can also take
place in the classroom, either by means of a questionnaire for the students or
by using exercises / tests as a way of providing feedback on the quality of the
teaching/ learning process.
After the seminar we handed
our trainees another questionnaire, which we hoped would give us feedback on
the organization of the seminar. At the same time, we wanted to encourage our
trainees to evaluate themselves critically[7].
FINAL EVALUATION
OF THE PROCESSES AND PRODUCTS OF THE SEMINAR
|
Regarding
the trainer Elements
of guidance Organization of the
seminar: · Comment on the
choice of material. · To what extent
has the structure of this seminar been suitable for promoting efficient and
productive work? · What new
insights have you gained from your discussions on pedagogical skills? · What new
insights have you gained during the seminar in general? Future perspectives: ·
What should teacher trainers change in a future seminar? |
Regarding
the trainees Elements
of self-directed activities / learning Self-reflection: · How actively
have I participated? · What have I
contributed to the group’s discussions on pedagogical skills? · How constructive
have my contributions been? · How have I dealt
with objective feedback? Future perspectives: · What ought I to
do differently in a future seminar? |
Appendix 1
Lluis Llach, L’ estaca (1968)
|
L’avi Siset em parlava de bon matí al portal mentre el sol esperavem i els carros veiem passar. Siset, que no veus
l’estaca on estem tots lligats? Si no podem desfer-nos-en mai no podrem caminar! Si estirem tots, ella
caurà i molt de temps no pot
durar, segur que tomba, tomba,
tomba ben corcada deu ser ja. Si jo l’estiro fort per
aquí i tu l’estires fort per
allà, segur que tomba, tomba,
tomba, i ens podrem alliberar. L’avi Siset ja no diu
res, mal vent que se
l’emporta, ell qui sap cap a quin
indret i jo a sota el portal |
i mentre passen els nous
vailets estiro el coll per cantar el darrer cant den Siset,
el darrer que em va
ensenyar. Si estirem tots, ella
caurà i molt de temps no pot
durar, segur que tomba, tomba,
tomba, ben corcada deu ser ja. Si jo l’estiro fort per
aquí i tu l’estires fort per
alla, segur que tomba, tomba,
tomba, i ens podrem alliberar. Pero, Siset, fa molt
temps ja, les mans se’m van
escorxant, i quan la força se me’n va ellla és més ampla i més
gran. Ben cert sé que está
podrida peró és que, Siset, pesa
tant, que a cops la força m’oblida. Torna’m a dir el teu cant |
Appendix 2
Transcript of the interview with
María Dolores Arroyo Macero
Una de los 15 abogados de la Audiencia nacional personados en la causa
de Pinochet es María Dolores Arroyo Macero que ejerce paralelamente su
profesión entre Madrid y Munich. Nuestra colaboradora Katya Borras ha
conversado con la letrada Arroyo sobre los distintos cauces que puede tomar el
asunto del ex-dictador chileno.
-
Yo estoy personada por la
Asociación libre de abogados. Hay varias organizaciones que estamos personados
(!) en la causa. Nuestra misión es ejercer la acción popular contra el dictador
Pinochet y los otros generales del régimen de Chile y también he estado en el
régimen de Argentina contra los delitos de genocidio, torturas y terrorismo de
estado
-
El ministro de exteriores chilenos ha llevado varios días
intentando solucionar el conflicto por vía diplomática a favor de Pinochet. Una
de las posibilidades por las que aboga es que Pinochet sea extraditado a Chile
y que sea juzgado en su país. ¿Eso es lo posible?
-
Bueno en teoría podría ser
posible. Lo que pasa es que por las presiones de los militares en Chile lo veo
prácticamente imposible. Ahora mismo hay 14 querellas interpuestas en Chile
contra Pinochet, pero bueno es difícil saber si van a prosperar o no teniendo
en cuenta además que el 35% de la población chilena está en contra de que se le
juzgue, que la presión militar todavía es bastante fuerte pues ...
-
Si se extradita a España,
¿qué es lo que podría ocurrir?
-
Si se extraditase, en
España sería juzgado con un juicio justo como cualquier ciudadano que
presuntamente haya cometido un delito. Tendrá todas las garantías jurídicas y,
bueno, por supuesto está claro que no va a ir a la cárcel porque es mayor de 70
años. Pero por lo menos saldría a la luz todo lo que esta persona que nosotros
entendemos realizó o sea todas las acusaciones penales y tendría una sentencia.
Bueno, si es que se le condena. Eso ya depende de los jueces.
-
Siendo mayor de 70 años.
¿Qué significa? ¿que lo pueden volver a poner en libertad?
-
Bueno estaría bajo arresto,
es decir no pisaría la cárcel, pero tampoco tendría una libertad de movimiento.
Sería una situación intermedia, pero por supuesto estarían todas garantizadas
lo que (!) su salud y su supervivencia. Es decir esta persona, pues,
seguramente estaría en un piso custodiado, como está ahora mismo en Londres,
no.
-
¿Qué pasaría con las
cuentas suizas?
-
Ese es el tema. Que las
cuentas suizas están ahora mismo solicitado el embargo. Entonces si eso se llegase a producir en la sentencia, pues, embargarían, o sea el
embargo ya sería complimentado y, bueno, iría para las indemnización (!) de las víctimas o sea sería un reparto
proporcional
-
Todo este caso Pinochet, el
juez Garzón y el derecho internacional: Se puede hablar de una revolución del
derecho internacional con todo lo que ha ocurrido?
-
En cierto modo, sí, bueno,
el derecho internacional al estar ratificado por España, todos los convenios
internacionales que, según el artículo 96 de la constitución española pasan a
ser derecho interno con lo cual son directamente aplicables en los tribunales.
Lo que pasa es que como ya se dijo también en la vista ante la audiencia nacional normalmente el derecho
internacional se estudia cuando una persona, o sea estudia derecho en la
facultad pero luego casi nunca se aplica en los tribunales y yo creo que en
este sentido sí que es una revolución que realmente se haya aplicado en un tema
así el derecho internacional y puede ser un .. un precedente para casos
posteriores como por ejemplo no, o sea no tiene por qué ser sólo los regímenes
dictatoriales de América del Sur sino que puede ser cualquier aberración que se
cometa en otro país, en el mundo árabe como por ejemplo ahora mismo yo, según mi opinión, el genocidio que se
está cometiendo contra las mujeres en
el régimen de los talíbares, ¿no?
Appendix 3
Excerpt
from Algo de mi vida by Pablo Neruda
Buenos días,
¿puedo pasar? me llamo Pablo Neruda. Soy poeta. Vengo llegando ahora del norte,
del sur, del centro, del mar, de una mina que visité en Copiapó vengo llegando
de mi casa de Isla Negra y te pido permiso para entrar en tu casa para
leerte mis versos para que conversemos. Pensé que en la intimidad deberíamos
leer, escuchar no mis versos últimos que pueden tener experiencia de tantos
otros que escribí sino los primeros, mis primeros poemas escritos en Cautín en
mi infancia antes de los quince años cuando se abrían los ojos de mi conciencia
y cuando aún el panorama de la vida se veía tan oscuro para mí como el cielo
del sur en invierno, barrios sin luz.(...) Ayer mirando el último crepúsculo yo
era un manchón de musgo ante unas
ruinas. Las ciudades, hollines y venganzas, la cochinada gris de los suburbios,
la oficina que encorva las espaldas, el jefe de ojos turbios, sangre de un
arrebol sobre los cerros, sangre sobre las calles y las plazas, dolor de
corazones rotos, podre de estíos y de
lágrimas, un río abraza el arrabal como una mano helada que tienta en las
tinieblas; sobre sus aguas se
avergüenzan de verse las estrellas. Y las casas que esconden los deseos detrás
de las ventanas luminosas mientras afuera el viento lleva un poco de barro a
cada rosa. Lejos la bruma de las olvidanzas, humos espesos, tajamares
rotos, y el campo, el campo verde en
que jadean los bueyes y los hombres
sudorosos. Y aquí estoy yo brotado entre las ruinas mordiendo solo todas las
tristezas como si el llanto fuera una semilla y yo el único surco de la tierra.
source: Algo de mi vida, original recording by Pablo Neruda (cassette “La otra música” Alerce 85 / Valparaíso)
length: 3 min 20 sec. (slightly abridged version)
I. Preguntas
sobre el contenido de la charla:
1. El texto, que
escucha usted, lo presenta el propio Pablo Neruda. ¿Cómo introduce su charla?
2. ¿De dónde
viene Neruda en el momento de presentar la charla?
3. ¿Por qué no
quiere leer sus últimos versos?
II. Preguntas
sobre algunos aspectos estilísticos en la charla que llaman la atención:
1. Neruda utiliza
en su charla algunas comparaciones y metáforas. Apunte al menos dos
comparaciones y dos metáforas.
2. Enumere tres
detalles que caracterizan la vida de Neruda después de que se le abrieran los
ojos de la conciencia.
3. ¿Qué le
pareció a usted la charla de Neruda? Dé un breve juicio refiriéndose también a
la manera de presentarla.
Appendix 4
Transcript of a video clip on Andalucía
This is the transcription of
a scene from an authentic Spanish video as we gave it to our students
(advanced beginners /
intermediate level; 1st year of Spanish). The text was only slightly
adapted (cf. sentences / expressions in brackets.).
Vídeo: Conozca España - Andalucía (8’)
Andalucía es la región más
extensa y poblada de España. Sus
paisajes de variados contrastes, su clima envuelto en sol y su alegre música
recorren el mundo [difundiendo la imagen fácil de identificar].
La ciudad de Granada fue
sede de los últimos reyes árabes. Hasta
el siglo XV en este reducto musulmán florecieron las Artes y las Letras,
prosperando una interesante civilización
que nos ha dejado blancos pueblos de estrechas callejas, un cante y un
baile con profundo arraigo en el pueblo y un conjunto monumental único: la
Alhambra y el Generalife.
La Alhambra y el Generalife
de Granada eran el palacio y los jardines de los reyes musulmanes. Su
exquisitez es inigualable. [En ellos, la luz del sol y el canto del agua
saltarina estrechan su existencia con sutil armonía.]
En el interior de
Andalucía, a orillas del río Guadalquivir, los romanos se asentaron en la
ciudad de Hispalis, que dejaría paso siglos más tarde a la actual Sevilla.
Sevilla debe a los árabes muchos de sus monumentos más famosos, como la
Torre de Oro, la Giralda y el Alcázar. Más tarde, los Reyes Católicos anexaron
Andalucía a la corona, tras la conquista de Granada.
Se inició una etapa de gran
prosperidad, basada en el comercio con América recientemente colonizada.
Es delicioso en Sevilla
pasear por sus barrios de Santa Cruz,
Macarena o Triana al que se considera cuna del cante flamenco, con sus
estrechas callejas llenas de patios y balcones engalanados con flores. Callejas
para pasear y perderse en su trazado laberíntico, [contemplando trabajadas
rejas y florecidos balcones.]
También en el interior de
Andalucía, no lejos de Sevilla, se encuentra la ciudad de Córdoba llamada la sultana por su gran belleza. Córdoba
fue junto con la Meca un gran centro de espiritualidad musulmana. Su fabulosa
Mezquita y el Palacio de Medina Azahara forman un conjunto de gran esplendor
artístico.
Bibliography
I. Classroom Material
Conozca España (Spanish videotape)
Radio Nacional de España, Programa de Cooperación Cultural
Internacional, apartado 156.201, 28080 MADRID (tapes, tapescripts and classroom
material)
II. Reference literature
Bahns, J., “Hörverstehen im Fremdsprachenunterricht:
Nicht nur überprüfen, sondern schulen und fördern”. In: Jung, Udo O. H. (Hrsg.), Praktische Handreichungen für den
Fremdsprachenlehrer.Bayreuther Beiträge zur Glottodidaktik. Band 2.
Frankfurt am Main 1998, 2. Auflage, Verlag Peter Lang GmbH, 261-268.
council of europe (hg), Modern Languages: Learning, Teaching, Assessment. A Common European Framework of Reference. strasbourg 1998. cc-lang (95) 5 rev v
Dirven, R., “Von der Hörfertigkeit zum Hörverstehen”.
In: Jung, U. O. H. (Hrsg.), Praktische
Handreichungen für den Fremdsprachenlehrer. Bayreuther Beiträge zur
Glottodidaktik. Band 1. Frankfurt am Main 1992, Verlag Peter Lang GmbH,
249-257.
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