• Mao Ting

  Author

This paper analyzes China’s English for academic purposes listening instruction
context and finds that the behaviorist pedagogy used does not fit in the current context. We uses
the Interpretation Construction (ICON) model to propose the constructivist pedagogy in English
for academic purposes listening instruction at a Chinese university. A questionnaire result shows
that the constructivist pedagogy is effective in developing the students’ listening skills.

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