Teaching listening comprehension

Ministry of Education and Science of Kazakhstan

Kazakh University of International Relations and World Languages ​​named after Abylai Khan

Pedagogical Faculty of Foreign Languages

The Department of Linguistics Teaching Methods

Course paper

Discipline: Methods of teaching foreign languages

Theme: Listening comprehension in English language teaching

Specialty: 5В011900

                              Written by: Shonmurynova A.O 318 group

Almaty, 2013 

Plan:

Bibliography

                                   

Introduction

The purpose of research – is a scientific and theoretical basis and practical development of the methods of teaching in a professionally-oriented listening comprehension as a means of communication in a non-linguistic pedagogical institute.

Object of research – is a process of learning professionally-oriented listening comprehension on a practical training in a foreign language in the non-linguistic pedagogical university.

Subject of research – is a method of teaching students of psycho-pedagogic university to professionally-oriented listening comprehension which based on correction, development and improvement of psychological mechanisms of speech by purposefully chosen strategies.

Methods of research were chosen for the specific subject, object, and purpose of work:

• Analysis of the scientific literature on psycholinguistics, linguistics, psychology and methods of teaching foreign languages;

• Experiential learning of students of psycho-pedagogical profile to test the rationality of the developed technique training of professionally-oriented listening as an important component of professional business and intercultural communication competence;

Scientific novelty of the research paper lies in the fact that:

- developed learning strategies of students in psycho-pedagogical profile of listening and understanding the message on professional topics.

- Offered professionally-oriented listening comprehension by taking into account the interaction of its mechanisms providing professional skills in listening that will successfully carry out professional activities in the future.

Structure of the research paper – is a content of work, which set out for pages of main text, and includes an introduction, two chapters, a conclusion, a bibliographic list of 14 names.

Objectives of the research paper - teaching listening as an indirect form of communication in non-linguistic institution is interconnected with other kinds of speech activity. The purpose of this training is to improve the skills and abilities to perceive, remember, anticipate, and comprehend professionally relevant information.

Foreign languages have been taught formally for centuries and records of language teaching materials have been around for over 500 years. [8,p.139]. However, teaching listening comprehension as a part of teaching a foreign or second language is a relatively recent development whose history lies mostly in the last thirty years. In the earliest of teaching methods known, the grammar-translation method, learners focused exclusively on the analysis of written texts. Listening was used solely to accompany these texts and to provide models for oral reading. It was not until the late 1800s that listening was used in language instruction as a means of developing oral communication[8,p.139]. It was assumed that students would simply acquire the ability to understand the spoken form of the language if they occasionally heard their teacher speak it or listened to a tape of it being spoken. It was quickly demonstrated that this approach was simply not working.

This led to the development of the direct method in which oral presentations and aural comprehension were emphasized. The target language was exclusively used in the classroom and translation was proscribed. Second language learning was intended to proceed largely as first languages were learned - moving from tangible situations to more abstract ones. Initially, only everyday, concrete vocabulary and sentences were taught. Oral communication was initiated by the teacher through question-answer exchanges with the learners. All new language was taught through demonstrations, objects and pictures, much the way that a child is immersed in visual contexts and oral language.

The direct method, which was initially designed for small group teaching, was eventually adapted for use with larger groups and for teaching the four skills (listening, speaking, reading, and writing). This new style of teaching, which emanated from England, was later dubbed the oral approach because all lessons started with oral presentations [8,p.140]. Dialogues in which new grammar patterns and vocabulary were introduced were modeled by the teacher. The learners repeated chorally, trying to imitate the teacher’s pronunciation. Oral drills, based on the dialogues, were devised to reinforce these new language points, initially through a listening mode. Eventually, learners were given reading and writing assignments using the structures and words they had practiced.

At about the same time that the oral approach was being developed in Europe, American linguists began to propagate a somewhat more extreme approach called the audio-lingual method[8,p.140]. In this approach also, the emphasis was on oral presentation and oral drills. The purpose of this method was to retain learners to think in the new language by helping them to form new habits, a view that was obviously driven by the behavioral psychology that was popular at the time.

Although these oral-aural methods helped many pupils learn second languages, there has been a gradual decline in their popularity. Starting in the 1970s, there was a worldwide rethinking of the principles involved in second language teaching. The result of this came to be known as communicative language teaching, a movement that emphasized not just the importance of oral language in language acquisition, but the use of realistic and authentic social language[8,p.140]. The communicative language teaching movement gave rise to the use of audio and later video material which reflected authentic language in use. Learners were no longer exposed to ideal grammar and vocabulary samples of oral language. Instead, they were given a steady exposure to situational dialogues and language fictions.

Simultaneous to the development of communicative language teaching, the study of second language acquisition became an accepted and increasingly respected discipline within linguistics and social science. [1; 2; 8;].

 

I. The principles of teaching listening comprehension

1. Reasons for teaching listening comprehension

One of the main reasons for getting students to listen to spoken English is to let them hear different varieties and accents - rather then just the voice of their teacher with its own idiosyncrasies. In today’s world, they need to be exposed not only to one variety of English (British English, for example) but also to varieties such as American English, Australian English, Caribbean English, Indian English or West African English.

There are, of course, problems associated with the issue of language variety. Within British English, for example, there are many different dialects and accents. The differences are not only in the pronunciation of sounds (‘bath’ like ‘laugh’ vs. ‘bath’ like ‘cat’) but also in grammar (the use of ‘shall’ in northern varieties compared with its use in ‘Standard English’ - the southern, BBC-type variety). The same is of course true American, Indian or West African English.

Despite the desirability of exposing students to many varieties of English, however, common sense is called for. The number of different varieties (and the degree to which they are different from the one students are learning) will be a matter for the teacher to judge. But even if they only hear occasional varieties of English, which are different from the teacher’s, it will give them a better idea of the world language, which English has become.

The second major reason for teaching listening is because it helps students to acquire language subconsciously even if teachers do not draw attention to its special features. Exposure to language is a fundamental requirement for anyone wanting to learn it. Listening to appropriate tapes provides such exposure and students get vital information not only about grammar and vocabulary but also about pronunciation, rhythm, intonation, pitch and stress.

Lastly, students get better at listening the more they do it. Listening is a skill and any help we can give students in performing that skill will help them to be better listeners. [5,p.97-98].

2. What is listening?

In order to define listening, we must outline the main component skills in listening. In terms of the necessary components, we can list the following:

discrimination between sounds

recognizing words

identifying grammatical groupings of words

identifying ‘pragmatic units’ - expressions and sets of utterance which function as whole units to create meaning

connecting linguistic cues to paralinguistic cues (intonation and stress) and to nonlinguistic 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

Successful listening involves an integration of these component skills. In this sense, listening is a coordination of the component skills, not the individual skills themselves. This integration of these perception skills, analysis skills, and synthesis skills is what we call a person’s listening ability. [9,p.4].

Even though a person may have good listening ability, he or she may not always be able to understand what is being said. In order to understand messages, some conscious action is necessary to use this ability effectively, so it is not possible to view it directly, but we can see the effects of this action. The underlying action for successful listening is decision making. The listener must make these kinds of decisions:

What kind of situation is this?

What is my plan for listening?

What are the important words and units of meaning?

Does the message make sense?

Successful listening requires making effective ‘real time’ decisions about these questions. In this sense, listening is primarily a thinking process - thinking about meaning. Effective listeners develop a useful way of thinking about meaning as they listen. The way in which listener makes these decisions is what we will call a listening strategy[9,p.4].

3. Principles for developing listening ability

Using general knowledge about language skill development, we can draw up some guidelines for developing listening ability:

Listening ability develops through face-to-face interaction.

By interacting in English, learners have the chance for new language input and the chance to check their own listening ability. Face-to-face interaction provides stimulation for development of listening for meaning.

Listening develops through focusing on meaning and trying to learn new and important content in the target language.

By focusing on meaning and real reasons for listening in English, learners can mobile both their linguistic and non-linguistic abilities to understand.

Listening ability develops through work on comprehension activities.

By focusing on specific goals for listening, learners can evaluate their efforts and abilities. By having well-defined comprehension activities, learners have opportunities for assessing what they have achieved and for revision.

Listening develops through attention to accuracy and an analysis of form.

By learning to perceive sounds and words accurately as they work on meaning-oriented activities, our learners can make steady progress. By learning to hear sounds and words more accurately, learners gain confidence in listening for meaning [9,p.7].

4. The purpose and nature of the listening comprehension programme

The following main goals are suggested for the listening comprehension programme:

To give the learners experience of listening to a wide variety of samples of spoken language. The purpose here, then, is exposure to:

Different varieties of language (standard/regional, formal/informal etc.);

Different text types (conversational, narrative, informative etc.).

The motivation for the learner should be pleasure, interest, and a growing confidence at being able to understand the spoken language without reference to the written form.

To train the learners to listen flexibly e. g. for specific information, for the main idea or ideas, or to react to instructions (i. e. by doing something). The motivation for this type of listening will come from tasks, which are interesting in their own right, and which will focus the learners’ attention on the material in an appropriate way.

To provide, through listening, a stimulus for other activities e. g. discussion, reading and writing.

To give the learners opportunities to interact while listening. In the classroom this must be done largely through discussion-type activities and games, where listening forms a natural part of the activity. This type of activity will be done mostly in small groups, but there are occasions when the teacher can profitably interact with the whole class [1,p.15].

 

II. The structure of listening comprehension and types of activities

1.Organisation of listening comprehension

Listening comprehension is divided into four main sections:

Section I. Attentive listening

Section II. Intensive listening

Section III. Selective listening

Section IV. Interactive listening

Each section helps students develop a range of skills and strategies.

Section I: Attentive listening is designed to give students practice with listening and with supplying short responses to the speaker, either verbally or non-verbally (through actions). Because this kind of ‘responsive’ listening involves immediate processing of information and quick decisions about how to respond, the activities in Section I provide a great deal of support to help the learners ‘process’ the information they hear. The support is of three types: linguistic, in the form of cue words and previewed utterances, non-linguistic, in the form of visual aids, photographs, tangible objects and music used in the activity, and interactional, in the form of repetitions, paraphrases and confirmation checks by the speaker. By providing this support, the activities allow the teacher to introduce real-time listening practice to students at all levels, including beginners. Because the support in each activity can be varied, teachers can utilize these activities with more proficient students as well, to help them increase their attention span for spoken English.

Section II: Intensive listening will focus the students’ attention on language form. The aim of this section is to raise the learners’ awareness of how differences in sound, structure, and lexical choice can affect meaning. Because this kind of listening involves an appreciation of how form affects meaning, all of the activities in this section are contextualized - placed in a real or easily imagined situation [9,p.10]. In this way, all students - even beginners - can practice intensive listening in a context of language use, from which it is most likely to transfer to ‘real life’ listening situation. Because the activities in this section require attention to specific contrasts of form - grammatical, lexical, or phonological - the teacher can easily adapt the activities to more proficient students by increasing the complexity of the language forms.

Section III: Selective listening will help enable students to identify a purpose for listening. By providing focused information-based tasks, the activities in Section III help direct the students’ attention on key words, discourse sequence cues, or ‘information structures’ (exchanges in which factual information is given). By learning to attend to words, cues, and facts selectively, students at all levels come to handle short naturalistic text (such as announcements) as well as longer and more complex texts (such as authentic video programmes). Because the task support in these activities can b adjusted, Section III is useful for students at all proficiency levels.

Section IV: Interactive listening is designed to help learners assume active roles in shaping and controlling an interaction, even when they are in the ‘listener’s role’. Because it is important for learners to take an active role as listeners, each activity in this section has a built-in need for information or classification questions by the listener. In order to work toward the goal of active participation by the listener, the students themselves - rather than the teacher or an audio or video tape - become the focus of the activity. To this end, in Section IV, listening skills are developed in the context of interaction - mainly through information gap pair work, jigsaw groups, and student presentations and reports [9,p.10].

2. Activities and procedures

1. ‘Exposure’ listening

The material for this will consist mainly of:

Stories, anecdotes, jokes, talks, commentaries (i. e. with one speaker only)

Most learners need practice in listening to material with a single speaker only, so that they do not have the added difficulty of trying to identify the speakers when they cannot see them. The material may be recorded or improvised by the teacher.

Conversations, discussions, plays ( i. e. with more than one speaker)

The students will need to be given some background e. g. about the speakers. For plays they may actually need to follow the written text.

Songs (both traditional and pop)

These provide a good form of listening because the students are generally very much concerned to make out the words[12,p.28].

Videos and films

Clearly there is great advantage in using wherever possible recorded material where the students can see what is happening (even if it is only two people talking) as well as listen [1,p.16].

2. Task listening

The number of possible activities here is virtually limitless, although it is intended that the list below cover key areas.

Ear-training

In distinguishing between key sounds, stress and intonation patterns. Most learners need, enjoy and will benefit from activities, which will help to improve their receptive ability in these areas, especially if they are presented in a game-like way.

Game-like activities

‘Simon says” and variations on the game of ‘Bingo’ are effective ways of getting learners to respond to instructions, listen out for specific items and so on. Many language games depend for their success on students listening [1, p.17].

Instructions

Activities such as picture dictation, where the students have to draw a picture which the teacher (or another student) talks about without showing them; completing a map or picture; following a route on the map in order to arrive at a particular place; arranging objects (e. g. pictures on an outline scene), involve careful listening without requiring a verbal response (unless the listeners ask for clarification).

Completion-type activities

For these the students have an incomplete version of a story, a description or a song (words, phrases or sentences omitted) which they have to complete either while they listen or afterwards.

Identifying mistakes or contradictions

For example an object (thing, person or place - either real or in pictorial form) is described and the students have to listen and note down any mistakes. Similarly a text (a story or description) containing internal contradictions can be used for the same purpose.

Finding differences

The students hear, for example, two versions of a story or two accounts of an event and have to identify the points of difference.

Problem-solving

For example, the students are shown pictures of 3-4 people, places, events and listen to one of these being described. Their task is to decide which item is being talked about. Students may also be asked to categorize on a worksheet items mentioned in a conversation or discussion.

Extracting information

This is one of the commonest types of listening tasks. For this the students will probably need a chart of some kind, which they have to fill in according to specific instructions. For example, if they are listening to a broadcast they may be asked to note down the main topics or, on an easier level, decide in what order they occur in the talk.

For tasks, which involve extracting information, it is often desirable to define the role of the listener so that he has a clear purpose for carrying out the task [1,p.17].

 

3. Listening as a stimulus to other activities

The activities in this section are specially designed to lead on to activities involving other skills.

Jigsaw listening

As its name implies, the basic mechanism underlying this activity is that the information needed to complete a task (such as attending a meeting) has been shared out between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information available. The groups then combine to pool their information.

Ambiguous conversations

The students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The students themselves have to decide who the speakers are, where they are, what they are talking about, and, possibly, what will happen next. This type of listening then, leads on naturally to discussion (and, if desired, writing).

Decision-making

The students are given some information e. g. about a town (places of interest, facilities etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and note making. Decision-making activities can also involve, for example, making choices between places, events, activities, for which the background information is made available in recorded form.

Pre-writing activity

This can be in the form of a communication game. One student describes a picture, which the others in the group are not allowed to see. The students who are listening make notes (and can also ask questions if they want more information). They then use these notes to write a description of the picture [1,p.18]

4. Interactive listening

Most interactive listening situations are in the form of discussions and games. Two important points need to be kept in mind.

First, these activities form the basis of oral work, where the emphasis is on getting the learners to use language for self-expression. It should not be forgotten, however, that listening is an important aspect of these activities. The learners have to listen in order to participate.

Secondly, although these activities are normally done in groups, in order to give the students themselves as many opportunities as possible to use language, we should also look for suitable opportunities to interact with the class as a whole, through conversation, discussion and games. This must be regarded as a significant component of the listening comprehension programme.

Discussion-type activities

These provide good listening practice because they get students to listen to one another, especially if the discussion is geared toward making a decision of some kind. For such activities the students have to listen to one another in order to participate.

Predictive listening

For this activity a text is read aloud sentence-by-sentence. The students are asked to interpret the sentence and to predict what they think will follow. As the text builds up, they can revise their interpretations. Although this is a contrived activity, it encourages very careful listening both to the text itself and to the various interpretations suggested.

Communication games

Many communication games provide excellent practice. For example, Describe and draw where the listeners, whose task is to draw the picture, being described, interact with the speaker in order to elicit more information. Complete it is based on the jigsaw principle. In this case, however, the information is divided up visually among the participants, who have to talk and ask questions in order to build up the complete story. Games, which involve the evaluation of a player’s performance, such as, Use it, also provide purposeful listening practice [8,p.28].

Interviews

The students can be asked to design questionnaires or surveys, which they use to interview one another or people outside the classroom. Interviewing of this kind involves careful listening and recording of answers [1,p. 19].

5. Listening material

The usage of the authentic listening material is one of the problems in the teaching listening comprehension. The important point, as always, is to meet the needs of the learners. On the short-term basis the learners need to listen to material, which allows them to feel comfortable, perhaps because it is mainly recycling known language. In addition to this, particularly taking their long-term needs into account, the learners have to be exposed to listening material, which is beyond their productive level. Whether this is ‘authentic’ in the early stages is not entirely relevant provided the material gets them used to not understanding every word; encourages them to guess - and, over and above this, stimulates them to talk (or read or write, if these are following-up activities). But, of course, whenever possible, some authentic material should be used, and on an increasing scale as the course progresses. However, it must be kept in mind that the use of authentic material for listening is very different from reading, where, because the learners can work individually and at their own pace, authentic material carries fewer risks. In the typical listening situation, care has to be taken to see that learners are not discouraged by excessive difficulties. In general, authentic materials are best used where the learners themselves are likely to appreciate them and accept them in spite of difficulties [1,p. 20].

6. Listening comprehension tests

An effective way of developing the listening skill is through the provision of carefully selected practice material. Such material is in many ways similar to that used for testing listening comprehension. Although the auditory skills are closely linked to the oral skills in normal speech situations, it may sometimes be useful to separate the two skills for teaching and testing, since it is possible to develop listening ability much beyond the range of speaking and writing ability if the practice material is not dependent on spoken responses and written exercises.

An awareness of the way in which the spoken language differs from the written language is of crucial importance in the testing of the listening skills. For example, the spoken language is much more complex than the written language in certain ways, as a result of the large element of ‘redundancy’ that it contains [4, p.64]. Such features of redundancy make it possible for mutilated messages to be understood. Furthermore, the human brain has a limited capacity for the reception of information and it would often be impossible to absorb information at the speed at which it is conveyed through ordinary speech. Such conversational features as repetition, hesitation and grammatical re-patterning are all examples of this type of redundancy.

What is the significance of these features for testing purposes? Firstly, the ability to distinguish between phonemes, however important, does not in itself imply an ability to understand verbal messages. Moreover, occasional confusion over selected pairs of phonemes does not matter too greatly because in real-life situations listeners are able to use contextual clues to interpret what they hear.

Secondly, impromptu speech is usually easier to understand than carefully prepared (written) material when the latter is read aloud. Written tests generally omit many of the features of redundancy and impart information at a much higher rate than normal speech does. Consequently, it is essential to make provision for restating important points, rewriting and rephrasing them when writing material for aural tests [4,p.64-65].

7. 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 ways). 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.

Using the pre-listening activities.

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

Matching 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

8. Listening activities for younger learners

Where do we start with younger learners? In order to give children plenty of listening practice and help them tune into English, many young learners course books and resource books initially recommend mainly activities which require nonverbal responses from children. One such task is to listen to rhymes or action stories or songs and enjoy them by miming the actions rather than immediately producing the language. The nonverbal contributions help make sense of the content. The important principle is that children have the opportunity to absorb the language before they have to say anything. Such responses to listening are associated with TPR, an approach to language learning originally developed in the 1960s in America. TPR links learning to physical actions and ensures that learners will hear a lot of natural English in meaningful contexts without having to respond verbally. The instructions in the Teacher’s book are as follows:

The teacher does the actions as the cassette is played;

Pupils join in as they become confident;

Pupils point to pictures in the book as they hear the instructions;

Pupils do the actions and join in the words if they want.

The new language is introduced with support from the teachers’ gestures and illustrations in the book. A great deal of listening practice in the early years can grow out of TPR. For example, there are the so-called ‘listen and respond’ games such as ‘listen and clap your hands’, or ‘Simon says’. In these activities children have to listen and understand messages, decide whether they are right or wrong, and act accordingly. Other activities such as ‘Listen and draw the picture’ or ‘Listen and colour in the clown’s clothes’ include drawing or colouring. Yet other exercises include simple ticking or circling or require some writing, such as true or false. Many of these are focused ‘Listen and do’ exercises with an end product such as a picture, a colourful clown, or an animal mask to take home to show parents. Because of the focused nature of these tasks, it is easy for the teacher to monitor what children have understood from the listening text. These activities not only give excellent listening practice but also offer opportunities for incorporating into the English class multiple intelligences through sticking, colouring, and making simple objects.

9. Listening activities for older learners

The majority of the activities in the previous section can be with older learners as well especially at the beginning stages. For example ‘Simon says’ works with older learners as well. Perhaps the instructions themselves might become more challenging. Older learners also enjoy storytelling but the teacher will have to make careful judgments about the type of the story that is suitable. It is possible to look for longer stories or stories from other cultures. With older learners, it is a good idea to introduce tapes rather than just the teacher’s input because children will have to get used faster speech, unfamiliar speakers, and different accents. It is possible to increase difficulty by varying text length and activity types. Activities used with younger learners can be adapted for older ones by increasing the level of difficulty.

10. 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.

Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:

Before Listening 
Prepare your learners by introducing the topic and finding out what they already know about it. A good way to do this is to have a brainstorming session and some discussion questions related to the topic. Then provide any necessary background information and new vocabulary they will need for the listening activity.

During Listening 
Be specific about what students need to listen for. They can listen for selective details or general content, or for an emotional tone such as happy, surprised, or angry. If they are not marking answers or otherwise responding while listening, tell them ahead of time what will be required afterward.

After Listening 
Finish with an activity to extend the topic and help students remember new vocabulary. This could be a discussion group, craft project, writing task, game, etc. The following ideas will help make our listening activities successful.

Noise 
Reduce distractions and noise during the listening segment. You may need to close doors or windows or ask children in the room to be quiet for a few minutes.

Equipment 
If you are using a cassette player, make sure it produces acceptable sound quality. A counter on the machine will aid tremendously in cueing up tapes. Bring extra batteries or an extension cord with you.

Repetition 
Read or play the text a total of 2-3 times. Tell students in advance you will repeat it. This will reduce their anxiety about not catching it all the first time. You can also ask them to listen for different information each time through.

Content 
Unless your text is merely a list of items, talk about the content as well as specific language used. The material should be interesting and appropriate for your class level in topic, speed, and vocabulary. You may need to explain reductions (like 'gonna' for 'going to') and fillers (like 'um' or 'uh-huh').

Recording Your Own Tape 
Write appropriate text (or use something from your textbook) and have another English speaker read it onto tape. Copy the recording three times so you don't need to rewind. The reader should not simply read three times, because students want to hear exact repetition of the pronunciation, intonation, and pace, not just the words.

Video 
You can play a video clip with the sound off and ask students to make predictions about what dialog is taking place. Then play it again with sound and discuss why they were right or wrong in their predictions. You can also play the sound without the video first, and show the video after students have guessed what is going on.

Homework 
Give students a listening task to do between classes. Encourage them to listen to public announcements in airports, bus stations, supermarkets, etc. and try to write down what they heard. Tell them the telephone number of a cinema and ask them to write down the playing times of a specific movie. Give them a tape recording of yourself with questions, dictation, or a worksheet to complete.

Conclusions

I have outlined the main reasons for teaching listening comprehension in a foreign language. It is now widely accepted that oral communication plays a vital role in second language teaching for it provides an exposure to language which is a fundamental requirement for the learner. Progress in listening guarantees a basis for development of other language skills. Spoken language provides a means of interaction where participation is a significant component of the listening programme.

I have provided a methodological organization of the listening comprehension process and we have discussed the principles of developing receptive skills of the learner. All subtypes of listening provide a natural progression from activities that entail minimal verbal interaction to those that involve a maximum of interaction. The goal of any activity is to provide the optimal challenge for the students. Since learners’ listening abilities vary, teachers should note how the activities could be adapted to the learners’ capabilities.

In showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse.

I have discussed the use of authentic listening material and stressed the need for authentic-like texts at different levels. The teachers and students may encounter some difficulties not only in the reliability of the listening material, but also in the quality of English language media (TV and radio broadcasts, audio and videotapes, records) with the help of which listening material is presented. The important point is to satisfy the learners’ requirements and to involve their abilities to understand and reproduce the given material.

I have stressed the importance of careful selection of practice material for testing listening skills of the learners. It is necessary to construct different types of practical exercises for students to experience language. Listening comprehension tests present an effective method for developing listening abilities.There were many types of listening activities. Those that don't require learners to produce language in response are easier than those that do.

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