This page has some links to academic work in Extensive
Brown, R, R. Waring and S. Donkaewbua. 2008.
vocabulary acquisition from reading, reading-while-listening, and listening to
stories. Reading in a Foreign Language.
Volume 20, Number 1, October 2008
This study examined the rate at which English vocabulary
was acquired from the 3 input modes of reading, reading-while-listening, and
listening to stories. It selected 3 sets of 28 words within 4 frequency bands
and administered 2 test types immediately after the reading and listening
treatments, 1 week later and 3 months later. The results showed that new words
could be learned incidentally in all 3 modes, but that most words were not
learned. Items occurring more frequently in the text were more likely to be
learned and were more resistant to decay. The data demonstrated that, on
average, when subjects were tested by unprompted recall, the meaning of only 1
of the 28 items met in either of the reading modes and the meaning of none of
the items met in the listening-only mode, would be retained after 3 months
the transition to effective self-access Listening.
The Language Teacher, 28(6), 21-24.
Focus on Listening.
Alberta Modern Language Journal, v18 n3 p25-42 Spr 1980
This paper presents formats for activities and sources of materials which focus
on developing students' listening skills and their awareness of the steps in the
listening process. The activities are intended for the early stages of language
learning and are divided according to their appropriateness for intensive or
extensive listening. Intensive listening involves recognizing
an auditory pattern that was formed mentally the first time a particular word or
structure was recognized. Three types of activity are suggested to develop the
intensive listening skill: (1) activities appropriate for the presentation of
new structural or vocabulary items; (2) activities that focus on structure
alone; and (3) activities that focus on listening for the message. Extensive
listening is more general; it deals with unknown material and comes from a
variety of sources. The activities designed to develop extensive listening
skills focus on: (1) developing passive vocabulary; (2) increasing the ability
to cope with unfamiliar material; (3) developing the ability to derive meaning
from words and phrases rather than from a word-by-word dissection; and (4)
developing the ability to listen selectively.
Donkaewbua, S. 2007.
The effects of previous partial word knowledge
on vocabulary learning through listening. Ph.D. Thesis Victoria University,
Kim, J.-H 2004. Intensive
or Extensive Listening for L2 beginners. English Teaching.
VOL 59; NUMB 3, pages 93-114
As many Korean teachers apply the method of intensive listening practice to
improve their students' listening competence, this researcher suggests they
evaluate the effect of that approach rather than blindly following current
conventions. This study empirically examines the effects of intensive vs.
extensive listening practice for the development of L2 listening comprehension.
One hundred seventy-nine subjects in the 1st grade of middle school were divided
into High and Low groups after taking a level test. While 71 of the extensive
listening group listened to 40 short stories for 15 weeks, 108 of the intensive
1istening group listened to the same 5 stories 8 different times in the same
period. Afterward an L2 listening comprehension test was administered and an
analysis of covariance (ANCOVA) was performed on the resulting data. The
covariate was the time spent on L2 listening outside the class. The result
showed that extensive listening practice was more effective than intensive for
the low level students. The findings suggest that for the purpose of encouraging
lower level beginners' listening practice, extensive listening training is
Mac Yin Mee.1990.
Teaching Listening - an
The English Teacher Vol XIX
Getting started with Extensive Listening. Cosmopier.
R. 2008 Starting an
Extensive Listening program. Extensive reading Journal v1
Use Extensive Listening To Improve Students’ Listening Ability
作者／来源：位育中学 马婕 发布时间：2007-04-08
Here is a guide to using graded readers for listening. There are some audio
files too. It's from Penguin Readers. Other GR stuff is at
Cambridge University Press Reader's webpage
Success with Extensive Listening
Listening Comprehension in
Extensive or repeated Listening? A comparison of their effects on the use of