Investigating English Language Teachers’ Beliefs and Stated Practices Regarding Bottom-up Processing Instruction for Listening in L2 English

Abstract

In a survey of teachers’ beliefs and stated practices, sourced mainly through Twitter, it was found that instruction in bottom-up processing for L2 listening in English language teaching, as recommended by research literature, is stated as being carried out although not to a very large or regular extent. It also found that most teachers stated that they do not base their listening instruction upon L1-L2 phonological differences. Additionally it was found that teachers stating they taught at the single-sound level also correlated strongly with stating that they taught at the single-word level.