Download Listening in the Language Classroom by John Field PDF

By John Field

This publication demanding situations the orthodox method of the educating of moment language listening, that's dependent upon the asking and answering of comprehension questions. The book's crucial argument is preoccupation with the idea of 'comprehension' has led lecturers to concentration upon the fabricated from listening, within the kind of solutions to questions, ignoring the listening strategy itself. the writer offers an educated account of the mental procedures which make up the ability of listening, and analyses the features of the speech sign from which listeners need to build a message. Drawing upon this knowledge, the booklet proposes an intensive substitute to the comprehension process and gives for extensive small-scale perform in elements of listening which are perceptually or cognitively difficult for the learner. Listening within the Language lecture room used to be winner of the Ben Warren foreign belief condo Prize in 2008.

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By John Field

This publication demanding situations the orthodox method of the educating of moment language listening, that's dependent upon the asking and answering of comprehension questions. The book's crucial argument is preoccupation with the idea of 'comprehension' has led lecturers to concentration upon the fabricated from listening, within the kind of solutions to questions, ignoring the listening strategy itself. the writer offers an educated account of the mental procedures which make up the ability of listening, and analyses the features of the speech sign from which listeners need to build a message. Drawing upon this knowledge, the booklet proposes an intensive substitute to the comprehension process and gives for extensive small-scale perform in elements of listening which are perceptually or cognitively difficult for the learner. Listening within the Language lecture room used to be winner of the Ben Warren foreign belief condo Prize in 2008.

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Example text

Creating motivation for listening T: You’re going to hear somebody talking about camels. He’s a zoologist who’s studied them. What do you think he’ll talk about? S1: Desert. T: Yes, he might mention deserts [writes DESERT on board]. Anything else? S2: Water. Water on the camel’s back. T: He might mention what the camel has on its back. Its hump. The word is ‘hump’ [writes HUMP]. Any other ideas? S3: Hot temperature. S4: Walking. Long distance. T: He might talk about the heat in the desert [writes HEAT].

Teachers can record sound files from radio to computer and then upload them to students as email attachments. Alternatively, they can give students a set of questions in class, with directions to a website from which a chosen podcast can be downloaded. One of the best ways of fostering independent listening (and indeed of increasing the time which learners give to this critical skill) is to set listening homework. Each learner is given a copy of the recording on which the homework is based, and allocated a period of (say) seven days to complete the task or exercise that is set.

But they give no hard evidence as to why things went wrong – of the kind that might help us to assist learners to improve their listening. They enable us to judge but they do not enable us to remedy. 4 Comprehension approach versus communicative language teaching Less fundamental, but nevertheless problematic, is the way in which the comprehension approach impacts upon the classroom. The teacher sets the questions; the teacher passes judgement on the correctness of learner responses; the teacher makes decisions about which parts of the recording to replay.

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