Towards individualizing instruction for less-proficient L2 listeners with unidirectional listening styles

Abstract

Given growing opportunities for individualized learning facilitated by computer-based instruction, this study investigated the possibility of tailoring a unidirectional bottom-up or top-down instructional approach for lower-level L2 listeners with unidirectional listening styles (i.e., a shortcut from the currently advocated interactive bottom-up and top-down approach for all learners). The study examined the progress of four groups of learners: bottom-up dominant listeners mismatched with a top-down oriented strategies-based course; top-down dominant listeners mismatched with a bottom-up skills course; and top-down and bottom-up dominant listeners whose styles were matched with their respective courses. Drawing on learner-instruction matching theories and examining the probable origins of the listeners’ styles (experiential or biological), it was concluded that of the various permutations examined, the most likely candidate to progress in a unidirectional course was a listener with a predominantly bottom-up style, one whose style was caused mainly by a lack of awareness of top-down listening strategies (experiential origin), learning in a top-down oriented strategies-based course.