Fifty Years of the Evolution of Listening Comprehension Skill across Different Pedagogical Perspectives in EFL and ESL Contexts: A Theoretical Review
Bibliographic record
Abstract
Chronologically speaking, the view to listening skill has been changed over the decades of development of the phenomenon of second and foreign language learning and teaching, as we go through the language centered methods to learner centered methods and to learning centered methods. In this sense, as we go through the years of the development of this phenomenon, we can see as the methodology and its underlying assumptions and theories has been changed, the view to listening has also been changed. Building on these assumptions, the purpose of the paper is first to review the importance of the listening in different educational and societal settings that has lead to different patterns taken place in the approaches to listening over the past decades. It will then describe how these approaches have provided the basis for listening in different types of pedagogical perspectives as in language-centered methods, learner-centered methods, and learning centered methods. Finally, it will show how this skill has been viewed and encapsulated in socio-cultural and interactionists’ accounts of the language.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.007 | 0.007 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".