A 2010 teacher guide reports, citing Postovsky (1974, 1975), that delaying oral production and emphasising aural comprehension early in EFL instruction gives better results than intensive oral practice¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Emphasis on aural comprehension training with relaxed oral-production requirements in the initial phase fosters linguistic competence and produces better results than intensive oral practice. → Cheung 2010

Evidence¶

Cheung 2010¶

Cheung, Yun Kul. (2010). The Importance of Teaching Listening in the EFL Classroom. ERIC Classroom Teacher Guide. https://eric.ed.gov/?id=ED512082

q2 · i? · review · r1

The paper reports, citing Postovsky (1974, 1975), that his studies supported the listening-first approach: "His experiment showed that students scored lower in the four language skills when they were required to develop speaking and listening skills simultaneously than when they focused only on listening." The review attributes this secondhand; the original experiment's design is not described here.

"emphasis on aural comprehension training and relaxation of the requirement for oral production in the initial phase of instruction foster development of linguistic competence and produce better results than those obtained through intensive oral practice"

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it
• Oral Language — outcome: instruction changes it

Related Claims¶

• Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students — related
• Gains from an intensive period of second-language study persist for weeks without rehearsal. — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• Japanese schools teach English literacy before oral-aural competency, inverting the natural sequence — related