@article{oai:ngu.repo.nii.ac.jp:00000551,
 author = {Kimura, Harumi},
 issue = {1},
 journal = {名古屋学院大学論集　言語・文化篇, THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of Nagoya Gakuin University; LANGUAGE and CULTURE},
 month = {Oct},
 note = {This is a preliminary case study of the challenges learners face when engaged in listening tasks in L2.  I explore this issue in light of Flow Theory (Csikszentmihalyi, 1990; Csikszentmihalyi & Csikszentmihalyi, 1989) and discuss what can be optimal learning experiences in this specific language-learning activity to see if the theory could provide language learners and teachers with fruitful insights into learners' thoughts and emotions.  It is also suggested that extensive listening (EL) might not be taken as a simple application of the idea of extensive reading (ER) to the listening domain.  I make use of the interview data of the two successful learners and investigate the legitimacy of the four dimensions in the state of ‘flow’ that Egbert (2003) advocated.  The learners, who experienced a voluntary listening class for two semesters, talked about their task engagement.  Their comments suggest that these dimensions should be refined to accommodate both analytical and holistic approaches to the theory, and that the studies of optimal learning experiences in the language-learning context could be pursued further, especially with regard to the alleged importance of challenge-skill balance, attention control, and automaticity development.},
 pages = {75--94},
 title = {The Challenge of Learning to Listen: From the Perspective of Flow Theory},
 volume = {20},
 year = {2008}
}