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Abstract
Traditional pedagogical paradigms in second language acquisition often conflate listening assessment with instruction, leaving vocational learners struggling with natural spoken discourse. This study investigates the efficacy of integrating bottom-up phonological decoding training with metacognitive scaffolding for secondary vocational EFL learners. A quasi-experimental study was conducted to evaluate the impact of micro-listening interventions on acoustic parsing accuracy. The experimental group, which received systematic connected speech instruction, demonstrated significant cognitive shifts and elevated acoustic parsing accuracy compared to the control group instructed via traditional top-down methods. The findings empirically demonstrate that abstract comprehension strategies require a stable foundation in phonetic decoding. The study concludes that vocational educational frameworks must pivot toward diagnostic listening pedagogies to cultivate sustainable linguistic autonomy and meet modern communicative demands.
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