@article{oai:icu.repo.nii.ac.jp:00002627,
 author = {Hoskins, Christopher and Sasaki, Yuki and Johnson, Ingrid},
 journal = {語学研究, ICU Language Research Bulletin},
 month = {Feb},
 note = {In an English for Academic Purposes (EAP) setting, students are
expected to develop listening skills to digest academic content
that is intellectually challenging even in their L1, while fostering
communication skill through effective listening habits. A
balanced listening curriculum would combine “bottom-up” and
“top-down” processing skills in one curriculum. Various
researchers point out the importance of these two types of
processing skills (Buck, 1995; Rost, 2002); however, there
haven’t been many studies that suggest how instructors actually
can combine these two types of skills in the classroom or how to
assess the validity of such a curriculum in terms of the
combination of these skills. The main purpose of this article is to
suggest an approach for developing a well-balanced listening
component to an EAP multi-skills curriculum. Using as a model
the listening curriculum developed for Akita International
University (AIU) EAP students, the authors will refer to the
Focused Listening course at AIU and discuss issues related to
the AIU model. First, we will provide an overview of Focused
Listening courses at AIU. Then, components of a balanced
listening curriculum will be discussed followed by various
aspects of the construction of listening materials.},
 pages = {1--11},
 title = {Focused Listening: Development of a Balanced Listening Curriculum in EAP},
 volume = {22},
 year = {2008}
}