At a Brazilian public school, Ms. Letícia, who teaches English as a foreign language to a roomful of second-year of High School students, is planning a listening class. The aim is to develop listening comprehension and metacognitive listening strategies with authentic audio materials of teenage life in different countries. Analyze the statements below about the relation of teaching listening to teens and young adults, and mark T, if true, or F, if false.

( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).

( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.

( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.

( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.

( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.

( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.

( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.

( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.

The correct order of filling in the parentheses, from top to bottom, is: