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Introduction ..........................................................................

Section 1. Attentive Listening

1.1 Introduction to the

section .........................................................

Activities..................................................................................

Section 2. Intensive Listening

2.1 Introduction to the section

Activities..................................................................................

Section 3. Selective Listening

3.1 Introduction to the

section.........................................................

Activities.................................................................................

Section 4. Interactive Listening

4.1 Introduction to the

section..........................................................

Activities..................................................................................

INTRODUCTION

Listening in Action is about "action" in three senses:

First, Listening in Action stresses that listening is an active

process. To become better listeners, our learners must employ

active thinking as they listen. By developing an "active

attitude" about understanding and "active strategies" for making

sense of what they hear, our learners can and will improve. We,

as teachers, can help our learners to develop this orientation

through principled planning of activities and through attentively

responding to their efforts.

Second, Listening in Action emphasizes that listening plays

an active part in language learning. Listening is involved in

many language-learning activities, both inside and outside the

language classroom. Progress in listening will provide a basis

for development of other language skills. By becoming aware of

the links between listening and other skills and by consistently

pointing out these links to our learners, we can assist our

learners in their overall language development.

Third, Listening in Action features the teacher as an active

"researcher" of listening development. As teachers, we should

be active not just in planning and preparing activities for our

learners, but in giving useful feedback to them and exploring

with them how their listening skills are changing and improving.

What is listening?

In order to define listening, we can ask two basic questions:

What are the component skills in listening? and What does a

listener do?

In terms of the necessary components, we can list the

following:

• discriminating between sounds

• recognizing words

• identifying grammatical groupings of words

• identifying "pragmatic units" -- expressions and sets of

utterances which function as whole units to create meaning

• connecting linguistic cues to paralinguistic cues (intonation

and stress) and to non-linguistic cues (gestures and relevant

objects in the situation) in order to construct meaning

• using background knowledge (what we already know about the

content and the form) and context (what has already been said)

to predict and then to confirm meaning

• recalling important words and ideas

What can a language teacher do to help students develop

their listening ability?

As teachers, we need a comprehensive image of what we do

in order to help students develop their listening ability.

Recalling the earlier discussion about listening development, we

can propose several guidelines for the classroom teacher in

assisting students to develop their listening.

General

1. Talk to your students in English. Talk to all of your students

-- not just the better English speakers. Make English a vital

language for communication. Personalize the classroom: get to

know your students through talking with them about topics of

mutual interest.

2. Make English the language of your classroom. Give

opportunities in class for the students to exchange ideas with

each other in English. Point out to them how they are becoming

confident and effective users of English.

3. Introduce your class to other speakers of English --

personally or through use of video and audio tapes. Expose them

to different types of people and situations. Above all, encourage

them to listen to understand things that are important to them.

4. Encourage the learners to become independent, to seek out

listening opportunities on their own outside of the classroom.

Help them to identify ways of using English language media (TV

and radio broadcasts, video tapes). Set up a self-access listening

and learning center. Help your students to develop self-study

listening programs and goals.

In the classroom

5. Set activities for listening that personally engage your

students. Set challenging, yet realistic, goals for each activity.

Give the students clear feedback on how well they do. Provide

systematic review of tapes and activities to help consolidate their

learning and memory.

6. Focus on teaching, rather than on testing. Reward students

for trying to come up with reasonable ideas, rather than just "the

correct answer" during listening activities. Keep a record of

what the students have achieved during the course.

7. Look for effective ways to utilize audio and video tapes that

come with textbooks you are using. With some thought and

experimentation with different types of listening exercises, you

will find relevant and productive uses for these tapes. (The

index in this book will direct you to ideas for utilizing audio and

video tapes.)

Organization of Listening in Action

Listening in Action is divided into four main sections:

Section 1. Attentive listening

Section 2. Intensive listening

Section 3. Selective listening

Section 4: Interactive listening

Each section helps students develop a range of skills and

strategies.