Fostering L2 academic listening by audio-visual input, input repetition and text-based output tasks

Proposes the use of audio-visual inputs, input repetition, and especially integration of two different text-based output tasks within the listening/viewing cycle to assist in foreign/second language (L2) academic listening. Tests these interventions by means of a classroom-based between-group experiment with English as a Foreign Language (EFL) students. Details the potential benefits. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.