By John Field

This ebook demanding situations the orthodox method of the instructing of moment language listening, that's established upon the asking and answering of comprehension questions. The book's critical argument is preoccupation with the idea of 'comprehension' has led lecturers to concentration upon the manufactured from listening, within the type of solutions to questions, ignoring the listening method itself. the writer offers an educated account of the mental approaches 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 ebook proposes an intensive substitute to the comprehension method and gives for extensive small-scale perform in facets 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 condominium Prize in 2008.

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Extra info for Listening in the Language Classroom

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Indeed, it often does the opposite: reducing the extent to which strategies are required by simplifying the language of the passages that are used or using slow speech. Small wonder that some learners achieve quite a high level of listening success in the classroom but find that they are ill equipped for the demands of the outside world. 2 Benefits of the comprehension approach Despite the many concerns which have been discussed, the comprehension approach still has a place in the teaching of listening – though, it will be suggested, a much more limited place than at present.

Pre-set questions provide the listener with more information in advance of hearing the speaker than she would normally possess in real life. g. deciding which pieces of information are important and which are not, or building information from the speaker into an overall line of argument) are rarely performed by the classroom listener. It is sometimes argued in defence of comprehension questions that it is good listening behaviour to approach a speaker with a set of enquiries in mind. That may be true for a very limited number of real-life listening events.

Tradition thus places the teacher in the role of sage, the person who holds the keys to understanding. If a learner’s response is deemed accurate by the teacher, the lesson moves on; if it is not, the teacher takes responsibility for giving and explaining the correct answer and replays the relevant section of the listening passage by way of justification. The single-interpretation assumption is very much open to challenge. As Brown (1995: Chap. 1) points out, there may be two or more possible answers to a comprehension question, depending upon how the individual listener has interpreted the information.

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