Current SLA theory suggests listening course design that combines comprehension exercises (top-down) and acquisition exercises (bottom-up), with a focus on noticing, restructuring, and stretching. A listening course was constructed to incorporate this theory into a two-week-per-single-videotext system (with one of the weeks getting the comprehension focus and the second week getting the acquisition focus), over a 14-week semester, using the them of technology. The course was part two of a three part series of listening courses in the English Language Program at the School of Policy Studies in Kwansei Gakuin University. Student feedback (N= 502) was taken in the form of a 34-item, 4-point Likert-type questionnaire, with two qualitative questions following. Feedback items relating to the incorporation of tasks within current theory received positive feedback. Positive feedback was also received by teachers and was accompanied by several ideas to improve the current course. Of greatest interest was the idea to increase the focus on bottom-up style exercises in the current course at an earlier point in the semester for the purpose of student confidence, which slightly contradicts current theory.
PP. 1-8
