Teaching listening in L2: A successful training method using the word-spotting task

In this study, we assessed the efficiency of a learning sequence based on both implicit (using the word-spotting task) and explicit teaching of word boundary detection in an EFL classroom, using two cues: lexical stress and phonotactic constraints. Results showed that: (i) students from the experimental group achieved significantly more progress from pre-test to post-test than students from the control group; (ii) low-skilled listeners most benefited from the learning sequence; (iii) both explicit instruction (and related exercises) targeting segmentation subskills and practice using the word- spotting task were beneficial to the EFL learners.