IN THE TEACHING OF
LISTENING?
Brown (2001) rightly states that it is by listening that we internalize linguistic
information; that listening is the skill without which we cannot produce language.
This is clear evidence that, as Brown says, the work with listening comprehension
cannot be underestimated in the language classroom.
It is also undeniable that students do much
more listening than speaking in a regular
class (with few exceptions speaking activities
area interactive and also imply listening to
the interlocutor to carry out tasks) and that
is one of the reasons why listening should be
given serious attention. Students are more
exposed to input than to real opportunities
to produce language orally. In fact, Brown
also points out researchers conclusions that
stress the crucial importance of whatever
mental processes were brought to bear on
the learners converting input into intake.
More than just being exposed to certain input what counts (for the learner) is
the linguistic information that you ultimately glean from that exposure through
conscious and subconscious attention, through cognitive strategies of retention,
through feedback, and through interaction. It is the difference between what is
said (input) and what is actually retained (intake) that will determine the learners
success in listening comprehension.
LISTENING
TECHNIQUES
Techniques are necessary in the sense that they organize and focus the listening
task. They are essential as in the classroom context we deal with learning situations
which presuppose experimentation, rehearsal and construction. Brown (2001)
presents six principles that can permeate the designing of listening techniques:
1.
3.
LISTENING
TECHNIQUES
4.
Tasks can verify if students were able to pick up those specific pieces of
information. However, there may be successful comprehension of other aspects
that were not contemplated in the task. Verification of the listening ability is, then,
partial and biased. That is why techniques have to be varied and aimed at different
strategies. Brown (2001) lists some:
DOING
CHOOSING
TRANSFERRING
ANSWERING
CONDENSING
EXTENDING
DUPLICATING
MODELING
CONVERSING
LISTENING
TECHNIQUES
5.
Guessing at meanings
Seeking clarification
LISTENING
TECHNIQUES
5.
LISTENING
TECHNIQUES
Penny Ur (1996) also brings her views on listening activities. She organizes her
classification in terms of listening skill, level of difficulty, etc. She takes into
consideration the amount and complexity of response demanded of the learner.
1.
LISTENING
TECHNIQUES
3. Other activities require more detailed answers:
LISTENING
TECHNIQUES
3. Ur (1996) explains that certain activities can be considered a jump-off point
to extend work on the other three skills. They are integrating listening activities:
Problem-solving (using information from the passage to carry out discussions
or argumentative texts)
Interpretation (using information from the passage for analysis and discussion).
The more activities are varied, the more students will develop different strategies
and make progress towards successful comprehension. Teachers have to be
prepared to provide for such variety, if it is not offered by the course book.