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Teaching Listening
Steven Brown
cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2006 Printed in the United States of America Book layout services: Page Designs International
Table of Contents 1 2 3 4
Introduction 1 Activation of prior knowledge for improved listening comprehension 2 Systematic presentation of listening for main ideas, listening for details, and listening and making inferences 5 Stimulating integration of real-world cultural information for students to know and share 7 Presentation of extensive listening tasks leading to personalized speaking 9 References and Further Reading 11
Introduction
Two themes will wind through this discussion. The first is the necessity of supporting students’ learning. Listening in another language is a hard job, but we can make it easier by applying what we know about activating prior knowledge, helping students organize their learning by thinking about their purposes for listening, and if speaking is also a goal of the classroom, using well-structured speaking tasks informed by research. Another theme will be motivation. Because listening is so challenging, teachers need to think carefully about making our activities successful and our content interesting. Both themes are united by a focus on the students. We need to capitalize on the knowledge and interests they already possess. Then we need to help them apply that knowledge and those interests so they can become effective listeners.
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Activation of prior knowledge for improved listening
Steven Brown
cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2006 Printed in the United States of America Book layout services: Page Designs International
Table of Contents 1 2 3 4
Introduction 1 Activation of prior knowledge for improved listening comprehension 2 Systematic presentation of listening for main ideas, listening for details, and listening and making inferences 5 Stimulating integration of real-world cultural information for students to know and share 7 Presentation of extensive listening tasks leading to personalized speaking 9 References and Further Reading 11
Introduction
Two themes will wind through this discussion. The first is the necessity of supporting students’ learning. Listening in another language is a hard job, but we can make it easier by applying what we know about activating prior knowledge, helping students organize their learning by thinking about their purposes for listening, and if speaking is also a goal of the classroom, using well-structured speaking tasks informed by research. Another theme will be motivation. Because listening is so challenging, teachers need to think carefully about making our activities successful and our content interesting. Both themes are united by a focus on the students. We need to capitalize on the knowledge and interests they already possess. Then we need to help them apply that knowledge and those interests so they can become effective listeners.
1
1
Activation of prior knowledge for improved listening
References: and Further Reading The following books and articles are recommended if you want to learn more about listening or the other topics that have been discussed. Buck, Gary. Assessing Listening. Cambridge: Cambridge University Press, 2001. * Dörnyei, Zoltán. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, 2005. * Ellis, Rod. Task-based Language Learning and Teaching. Oxford: Oxford University, Press, 2003. * Ellis, Rod, ed. Planning and Task Performance in a Second Language. Amsterdam: John Benjamins, 2005. Helgesen, Marc and Steven Brown. Practical English Language Teaching: Listening. New York: McGraw-Hill, 2007. * Lund, Randall J. “A comparison of second language listening and reading.” Modern Language Journal 75 (1991) 196-204, 1991. * Lynch, Tony and Joan Maclean. “Exploring the benefits of task repetition and recycling for classroom language learning.” Language Teaching Research 4 (2000): 221–250. * O’Malley, J. and A. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990. * indicates in-text references Teaching Listening 11