Teaching Listening

Source: http://www.nclrc.org/essentials/listening/assesslisten.htm

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.
 Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have complete control
of the grammar or an extensive lexicon, can fend for themselves in communication
situations. In the case of listening, this means producing students who can use
listening strategies to maximize their comprehension of aural input,
identify relevant and non-relevant information, and tolerate less than
word-by-word comprehension.

Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening

rather than on its product.

• They develop students' awareness of the listening process and listening

strategies by asking students to think and talk about how they listen in their
native language.
• They allow students to practice the full repertoire of listening strategies by
using authentic listening tasks.
• They behave as authentic listeners by responding to student communication as
a listener rather than as a teacher.
• When working with listening tasks in class, they show students the strategies
that will work best for the listening purpose and the type of text. They explain
how and why students should use the strategies.
• They have students practice listening strategies in class and ask them to
practice outside of class in their listening assignments. They encourage
students to be conscious of what they're doing while they complete listening
tape assignments.
• They encourage students to evaluate their comprehension and their strategy
use immediately after completing an assignment. They build comprehension
checks into in-class and out-of-class listening assignments, and periodically
review how and when to use particular strategies.
• They encourage the development of listening skills and the use of listening
strategies by using the target language to conduct classroom business: making
 announcements, assigning homework, describing the content and format of
tests.
• They do not assume that students will transfer strategy use from one task to
another. They explicitly mention how a particular strategy can be used in a
different type of listening task or with another skill.

By raising students' awareness of listening as a skill that requires active

engagement, and by explicitly teaching listening strategies, instructors
help their students develop both the ability and the confidence to handle
communication situations they may encounter beyond the classroom. In
this way they give their students the foundation for communicative
competence in the new language.

Integrating Metacognitive Strategies

Before listening: Plan for the listening task

• Set a purpose or decide in advance what to listen for

• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall
meaning) or from the bottom up (focus on the words and phrases)

During and after listening: Monitor comprehension

• Verify predictions and check for inaccurate guesses

• Decide what is and is not important to understand
• Listen/view again to check comprehension
• Ask for help

After listening: Evaluate comprehension and strategy use

• Evaluate comprehension in a particular task or area

• Evaluate overall progress in listening and in particular types of listening tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary
Using Authentic Materials and Situations

Authentic materials and situations prepare students for the types of listening they
will need to do when using the language outside the classroom.

One-Way Communication

Materials:

• Radio and television programs

• Public address announcements (airports, train/bus stations, stores)
• Speeches and lectures
• Telephone customer service recordings

Procedure:

• Help students identify the listening goal: to obtain specific information; to

decide whether to continue listening; to understand most or all of the message
• Help students outline predictable sequences in which information may be
presented: who-what-when-where (news stories); who-flight number-
arriving/departing-gate number (airport announcements); "for [function],
press [number]" (telephone recordings)
• Help students identify key words/phrases to listen for

Two-Way Communication

In authentic two-way communication, the listener focuses on the

speaker's meaning rather than the speaker's language. The focus shifts to
language only when meaning is not clear. Note the difference between the teacher as
teacher and the teacher as authentic listener in the dialogues in the popup screens.

Strategies for Developing Listening Skills

Language learning depends on listening. Listening provides the aural input that
serves as the basis for language acquisition and enables learners to interact in spoken
communication.
Effective language instructors show students how they can adjust their
listening behavior to deal with a variety of situations, types of input, and
listening purposes. They help students develop a set of listening
strategies and match appropriate strategies to each listening situation.

Listening Strategies

Listening strategies are techniques or activities that contribute directly to

the comprehension and recall of listening input. Listening strategies can
be classified by how the listener processes the input.

Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the
language. This background knowledge activates a set of expectations that
help the listener to interpret what is heard and anticipate what will come
next.

Top-down strategies include:

• listening for the main idea

• predicting
• drawing inferences
• summarizing

Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include:

• listening for specific details

• 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.

Developing Listening Activities

As you design listening tasks, keep in mind that complete recall of all the
information in an aural text is an unrealistic expectation to which even
native speakers are not usually held. Listening exercises that are meant to train
should be success-oriented and build up students' confidence in their listening ability.
Construct the listening activity around a contextualized task.

Contextualized listening activities approximate real-life tasks and give

the listener an idea of the type of information to expect and what to do
with it in advance of the actual listening. A beginning level task would be
locating places on a map (one way) or exchanging name and address information
(two way). At an intermediate level students could follow directions for assembling
something (one way) or work in pairs to create a story to tell to the rest of the class
(two way).

Define the activity's instructional goal and type of response.

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.

The activities chosen during pre-listening may serve as preparation for listening in
several ways. During pre-listening the teacher may:

• assess students' background knowledge of the topic and linguistic content of

the text
• provide students with the background knowledge necessary for their
comprehension of the listening passage or activate the existing knowledge that
the students possess
• clarify any cultural information which may be necessary to comprehend the
passage
• make students aware of the type of text they will be listening to, the role they
will play, and the purpose(s) for which they will be listening
 • provide opportunities for group or collaborative work and for background
reading or class discussion activities

Sample pre-listening activities:

• looking at pictures, maps, diagrams, or graphs

• reviewing vocabulary or grammatical structures
• reading something relevant
• constructing semantic webs (a graphic arrangement of concepts or words
showing how they are related)
• predicting the content of the listening text
• going over the directions or instructions for the activity
• doing guided practice

Match while-listening activities to the instructional goal, the listening

purpose, and students' proficiency level.

While-listening activities relate directly to the text, and students do them do during
or immediately after the time they are listening. Keep these points in mind when
planning while-listening activities:

If students are to complete a written task during or immediately after

listening, allow them to read through it before listening. Students need to
devote all their attention to the listening task. Be sure they understand the
instructions for the written task before listening begins so that they are not distracted
by the need to figure out what to do.

Keep writing to a minimum during listening. Remember that the primary

goal is comprehension, not production. Having to write while listening may distract
students from this primary goal. If a written response is to be given after listening,
the task can be more demanding.

Organize activities so that they guide listeners through the text. Combine
global activities such as getting the main idea, topic, and setting with selective
listening activities that focus on details of content and form.
Use questions to focus students' attention on the elements of the text
crucial to comprehension of the whole. Before the listening activity begins,
have students review questions they will answer orally or in writing after listening.
Listening for the answers will help students recognize the crucial parts of the
message.

Use predicting to encourage students to monitor their comprehension as

they listen. Do a predicting activity before listening, and remind students to review
what they are hearing to see if it makes sense in the context of their prior knowledge
and what they already know of the topic or events of the passage.

Give immediate feedback whenever possible. Encourage students to examine

how or why their responses were incorrect.

Sample while-listening activities

• listening with visuals

• filling in graphs and charts
• following a route on a map
• checking off items in a list
• listening for the gist
• searching for specific clues to meaning
• completing cloze (fill-in) exercises
• distinguishing between formal and informal registers

Using Textbook Listening Activities

The greatest challenges with textbook tape programs are integrating the listening
experiences into classroom instruction and keeping up student interest and
motivation. These challenges arise from the fact that most textbook listening
programs emphasize product (right or wrong answer) over process (how to get
meaning from the selection) and from the fact that the listening activities are usually
carried out as an add-on, away from the classroom.

You can use the guidelines for developing listening activities given here as starting
points for evaluating and adapting textbook listening programs. At the beginning of
the teaching term, orient students to the tape program by completing the exercises in
class and discussing the different strategies they use to answer the questions. It is a
good idea to periodically complete some of the lab exercises in class to maintain the
link to the regular instructional program and to check on the effectiveness of the
exercises themselves.

Assessing Listening Proficiency

You can use post-listening activities to check comprehension, evaluate

listening skills and use of listening strategies, and extend the knowledge
gained to other contexts. A post-listening activity may relate to a pre-listening
activity, such as predicting; may expand on the topic or the language of the
listening text; or may transfer what has been learned to reading, speaking, or
writing activities.

In order to provide authentic assessment of students' listening proficiency, a post-

listening activity must reflect the real-life uses to which students might put
information they have gained through listening.

• It must have a purpose other than assessment

• It must require students to demonstrate their level of listening comprehension
by completing some task.

To develop authentic assessment activities, consider the type of response that

listening to a particular selection would elicit in a non-classroom situation. For
example, after listening to a weather report one might decide what to wear the next
day; after listening to a set of instructions, one might repeat them to someone else;
after watching and listening to a play or video, one might discuss the story line with
friends.
Use this response type as a base for selecting appropriate post-listening tasks. You
can then develop a checklist or rubric that will allow you to evaluate each student's
comprehension of specific parts of the aural text. (See Assessing Learning for more on
checklists and rubrics.)

For example, for listening practice you have students listen to a weather report. Their
purpose for listening is to be able to advise a friend what to wear the next day. As a
post-listening activity, you ask students to select appropriate items of clothing from a
collection you have assembled, or write a note telling the friend what to wear, or
provide oral advice to another student (who has not heard the weather report). To
evaluate listening comprehension, you use a checklist containing specific features of
the forecast, marking those that are reflected in the student's clothing
recommendations.