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Listening is the language modality that is used most frequently. It has been
estimated that adults spend almost half their communication time
listening, and students may receive as much as 90% of their in-school
information through listening to instructors and to one another. Often,
however, language learners do not recognize the level of effort that goes
into developing listening ability.
Far from passively receiving and recording aural input, listeners actively
involve themselves in the interpretation of what they hear, bringing their
own background knowledge and linguistic knowledge to bear on the
information contained in the aural text. Not all listening is the same; casual
greetings, for example, require a different sort of listening capability than
do academic lectures. Language learning requires intentional listening that
employs strategies for identifying sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a
receiver (the listener). Listeners often must process messages as they come,
even if they are still processing what they have just heard, without
backtracking or looking ahead. In addition, listeners must cope with the
sender's choice of vocabulary, structure, and rate of delivery. The
complexity of the listening process is magnified in second language
contexts, where the receiver also has incomplete control of the language.
Given the importance of listening in language learning and teaching, it is
essential for language teachers to help their students become effective
listeners. In the communicative approach to language teaching, this means
modeling listening strategies and providing listening practice in authentic
situations: those that learners are likely to encounter when they use the
language outside the classroom.
Section Contents
Goals and Techniques for Teaching Listening
Strategies for Developing Listening Skills
Developing Listening Activities
Using Textbook Listening Activities
Assessing Listening Proficiency
Resources
Material for this section was drawn from Listening in a foreign language
by Ana Maria Schwartz, inModules for the professional preparation of
teaching assistants in foreign languages (Grace Stovall Burkart, ed.;
Washington, DC: Center for Applied Linguistics, 1998)
Teaching Listening
Each activity should have as its goal the improvement of one or more
specific listening skills. A listening activity may have more than one goal or
outcome, but be careful not to overburden the attention of beginning or
intermediate listeners.
Recognizing the goal(s) of listening comprehension in each listening
situation will help students select appropriate listening strategies.
Identification: Recognizing or discriminating specific aspects of the
message, such as sounds, categories of words, morphological
distinctions
Orientation: Determining the major facts about a message, such as
topic, text type, setting
Main idea comprehension: Identifying the higher-order ideas
Detail comprehension: Identifying supporting details
Replication: Reproducing the message orally or in writing
Check the level of difficulty of the listening text.
The factors listed below can help you judge the relative ease or difficulty of
a listening text for a particular purpose and a particular group of students.
How is the information organized? Does the story line, narrative, or
instruction conform to familiar expectations? Texts in which the events are
presented in natural chronological order, which have an informative title,
and which present the information following an obvious organization
(main ideas first, details and examples second) are easier to follow.
How familiar are the students with the topic? Remember that
misapplication of background knowledge due to cultural differences can
create major comprehension difficulties.
Does the text contain redundancy? At the lower levels of proficiency,
listeners may find short, simple messages easier to process, but students
with higher proficiency benefit from the natural redundancy of the
language.
Does the text involve multiple individuals and objects? Are they clearly
differentiated? It is easier to understand a text with a doctor and a patient
than one with two doctors, and it is even easier if they are of the opposite
sex. In other words, the more marked the differences, the easier the
comprehension.
Does the text offer visual support to aid in the interpretation of what the
listeners hear? Visual aids such as maps, diagrams, pictures, or the images
in a video help contextualize the listening input and provide clues to
meaning.
Use pre-listening activities to prepare students for what they are going to
hear or view.
Teaching Listening
Students can use this outline for both in-class and out-of-class
listening/viewing activities. Model and practice the use of the outline at
least once in class before you ask students to use it independently.
1. Plan for listening/viewing
Review the vocabulary list, if you have one
Review the worksheet, if you have one
Review any information you have about the content of the tape/video
2. Preview the tape/video
(tape) Use fast forward to play segments of the tape; (video) view the
video without sound
Identify the kind of program (news, documentary, interview, drama)
Make a list of predictions about the content
Decide how to divide the tape/video into sections for intensive
listening/viewing
3. Listen/view intensively section by section. For each section:
Jot down key words you understand
Answer the worksheet questions pertaining to the section
If you don't have a worksheet, write a short summary of the section
4. Monitor your comprehension
Does it fit with the predictions you made?
Does your summary for each section make sense in relation to the
other sections?
5. Evaluate your listening comprehension progress
Teaching Listening
Teaching Listening
teacher and the teacher as authentic listener in the dialogues in the popup
screens.
Teaching Listening
recognizing cognates
recognizing word-order patterns
Strategic listeners also use metacognitive strategies to plan, monitor, and
evaluate their listening.
They plan by deciding which listening strategies will serve best in a
particular situation.
They monitor their comprehension and the effectiveness of the
selected strategies.
They evaluate by determining whether they have achieved their
listening comprehension goals and whether the combination of
listening strategies selected was an effective one.
Listening for Meaning
To extract meaning from a listening text, students need to follow four basic
steps:
Figure out the purpose for listening. Activate background knowledge
of the topic in order to predict or anticipate content and identify
appropriate listening strategies.
Attend to the parts of the listening input that are relevant to the
identified purpose and ignore the rest. This selectivity enables
students to focus on specific items in the input and reduces the
amount of information they have to hold in short-term memory in
order to recognize it.
Select top-down and bottom-up strategies that are appropriate to the
listening task and use them flexibly and interactively. Students'
comprehension improves and their confidence increases when they
use top-down and bottom-up strategies simultaneously to construct
meaning.
Check comprehension while listening and when the listening task is
over. Monitoring comprehension helps students detect
inconsistencies and comprehension failures, directing them to use
alternate strategies.
2.
3.
4.
5.
6.
7.
8.
9.
deletes the original form of the message that had been received
into short-term memory (Brown 1994; Dunkel, 1986).
the task and to integrate listening with the other language skills. The
teacher should encourage practice outside of the classroom whenever
possible.
For example, at a worksite where schedule changes are announced at
weekly team meetings, learners may need practice recognizing details
such as their names, times, and dates within a longer stream of speech. A
tape of such announcements may be used along with any pertinent forms
or a weekly calendar. The lesson stages might proceed as follows:
Listening Lesson Example
Do a pre-listening activity:
Ask the learners questions about what happens at the weekly
meetings. Ask specifically about schedule changes. Show any form
or the weekly calendar. Discuss its use and demonstrate how to fill
it out if necessary.
Describe the task:
Tell the learners they will be listening to a tape of a meeting. On the
form/calendar they are to write down the schedule they hear.
Demonstrate.
Have the learners do the task:
Play the tape while they fill out the form.
Do a post-listening activity:
Ask the learners how they thought they did. Was it easy or difficult?
Why? They may listen again if they want to. Have them compare
their forms with a partner or check the information by filling a form
out as a whole class.
Then have the learner be the boss and write a script with schedule
changes. Have them practice in pairs or small groups giving and
recording schedule changes.
skills. Lund (1990) has categorized them according to nine responses that
can be observed as comprehension checks:
1.
2.
3.
4.
5.
6.
7.
Extending: the listener goes beyond the text by continuing the story
or solving a problem;
Duplicating: the listener simply repeats or translates the message;
8.
9.
Conclusion
Assisting learners in the development of listening comprehension is a
challenge. It is a challenge that demands both the teacher's and the
learner's attention because of the critical role that listening plays, not only
in communication, but also in the acquisition of language. Knowledge of
the listening process and factors that affect listening enable teachers to
select or create listening texts and activities that meet the needs of the
their adult ESL learners. Teachers, then, must weave these listening
activities into the curriculum to create a balance that mirrors the realworld integration of listening with speaking, reading, and writing.
References
Implications
Importance of Developing Communication Strategies
EAP teachers should devote serious time and energy to making their
ESL students aware of and ready for the interactive nature of U.S.
classrooms. Even though the majority of ESL students at our own
institution are first-generation immigrants who have lived and gone
to school in the U.S. for many years, they still express discomfort with
small-group discussions and graded group projects in their general
education and major courses, despite feeling quite at home with these
same types of activities in their ESL classes. Somehow, we need to help
them bridge the gap between the safe interactions they experience in
ESL classes and the activities they find more challenging and threatenACADEMIC
LISTENING/SPEAKING TASKS 311ing in content classes. This could involve explicit
discussion and observation of the differences in classroom discourse patterns
between their
home culture and U.S. educational culture.
As with discussions of contrasting rhetorical patterns in academic
writing classes, teachers can suggest that nonnative students add to,
rather than replace their repertoire of communicative strategies (I
know that in your country its not considered polite to interrupt the
teacher by asking questions or to argue with the teacher or your classmates. But
U.S. university professors expect you to let them know if
you dont understand something and think its fine to express your
opinionpolitelywhen you disagree.) Such discussions can be supported by
in-class role plays or simulations. In addition, it would be
helpful to have subject-matter college professors come and address
EAP students about their expectations of their own students, perhaps
even providing demonstrations of the type of give and take they might
allow or expect from their students.
Importance of Developing Listening Strategies
Teachers should also be aware that the growing trend toward inclusion of student
questions, comments, and presentations in classroom
discourse may place an even greater burden on nonnative speakers
than the traditional chalk-and-talk lecture. As discussed above, Flowerdew (1995)
outlines qualitative differences between academic listening and
conversational listening (pp. 1112). But a classroom
situation in which there is frequent give and take between teacher and
Conclusion
Studies in learning strategies that focus specifically on L2
listening as a skill are essential to understanding the process of