ROLE OF EXTENSIVE LISTENING IN DEVELOPING NATURAL SPEECH PATTERNS
Authors/Creators
- 1. Teacher, English Department TIIAME NRU
- 2. Wordly Knowledge Publishing Centre
Description
The development of natural speech patterns is a central goal in second language
acquisition, yet traditional listening instruction often emphasizes intensive, form-focused activities
that provide limited exposure to authentic language input. This study explores the role of extensive
listening in fostering more natural speech patterns among learners of English as a second/foreign
language. Drawing on theories of input, fluency development, and phonological acquisition
(Krashen, 1985; Flege, 1995; Segalowitz, 2010), the research examines how sustained exposure to
comprehensible and authentic audio materials influences learners’ pronunciation, rhythm,
intonation, and overall speech fluency. Using a quasi-experimental design, intermediate-level
learners participated in an extensive listening program over a twelve-week period, engaging with
podcasts, audiobooks, and conversational recordings beyond classroom hours. Pre- and post
intervention speaking tasks were analyzed for changes in segmental accuracy, suprasegmental
features, and fluency measures. Findings indicate that learners who engaged regularly in extensive
listening demonstrated significant improvements in speech naturalness, particularly in rhythm and
intonation patterns, as well as increased speaking confidence. The study suggests that extensive
listening constitutes a valuable pedagogical tool for promoting more native-like speech production
and recommends its systematic integration into TESOL curricula.
Files
215-219.pdf
Files
(284.3 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:4b060275119d669cc12d52f8be5e2a54
|
284.3 kB | Preview Download |
Additional details
References
- Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press. Chang, A. C.-S., & Millett, S. (2015). Extensive listening and speaking in the language classroom. ELT Journal, 69(4), 1–10. https://doi.org/10.1093/elt/ccv017
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
- "Improving the Methodology of TESOL: Problems and Solutions " February 21,2026 Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience (pp. 233–277). Timonium, MD: York Press. Goh, C. C. M., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232. https://doi.org/10.1093/elt/ccl002
- Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman. Nation, I. S. P. (2009). Teaching ESL/EFL listening and speaking. Routledge. Renandya, W. A., & Farrell, T. S. C. (2011). Teacher, the tape is too fast!: Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
- Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge. Vandergrift, L. (2007). Extensive listening practice and input enhancement using mobile phones: Encouraging out-of-class learning with mobile devices. TESL-EJ, 11(2), 1–13.