Listening Teaching Research Articles

Second Thoughts on Teaching Listening

Two views of listening are examined. The first, listening as comprehension, emphasizes accessing meaning through listening, and focusses on the message rather than on form. The second, listening as acquisition, emphasizes the role of listening in promoting language acquisition, and emphasizes the role of noticing in facilitating language development. These two views of listening lead in different directions for classroom pedagogy and pose some dilemmas for classroom instruction and materials development.

Dichotic listening reveals functional specificity in prefrontal cortex: an fMRI study

The present study used fMRI to investigate the relationship between stimulus presentation mode and attentional instruction in a free-report dichotic listening (DL) task with consonant–vowel (CV) syllables. Binaural and dichotic CV syllables were randomly presented to the subjects during four different instructional conditions: a passive listening instruction and three active instructions where subjects listened to both ears, right ear and left ear, respectively. The results showed that dichotic presentations activated areas in the superior temporal gyrus, middle and inferior frontal gyrus and the cingulate cortex to a larger extent than binaural presentations. Moreover, the results showed that increase of activation in these areas was differentially dependent on presentation mode and attentional instruction. Thus, it seems that speech perception, as studied with the DL procedure, involves a cortical network extending beyond primary speech perception areas in the brain, also including prefrontal cortex.

Collaborative Speech and Language Services for Students with Learning Disabilities

Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

Spreekvaardigheid Nederlands in Havo en Vwo

For the purpose of developing a curriculum for the teaching of speaking and listening, seven case studies have been conducted into the practice of teaching presentation, debate or discussion. This article addresses two of the problems encountered in the course of this research. The first problem concerns the fact that teachers do not succeed in observing and afterwards discussing the speaking and listening assignments performed in such a way that this, too, contributes to the pupils' learning process. A solution is offered by way of the approach of learning through the observation of model, in which the the primary aim of the observer is to enable pupils to improve their own performances. The second problem is that in teaching speaking and listening skills, teachers do not provide special treatment for those pupils whose first language is not Dutch. In this article it is argued that it would help these pupils if they were offered 'language devices' which would reduce the pressure on their working memory, thus increasing their fluency. An example is given of the survey of language devices developed for presentation and discussion, as well as reactions of teachers to these devices.

Council: Using a Talking Stick to Teach Listening

Council: Using a Talking Stick to Teach Listening

An Introduction to New Ideas in Language Teaching: An Annotated Bibliography for Teachers

During the past few decades a major shift has occurred in the view of language taken by linguists, psychologists, anthropologists and philosophers, giving impetus to a corresponding change of focus in foreign language teaching. Old questions have been re-asked, and new answers are being formulated. What, exactly, IS language? How do people learn languages? What is the role of grammar instruction? Of the language classroom? How can we best teach listening, speaking, reading and writing? What happens inside the learner as he/she learns a language? How can the teacher accelerate that internal process? The re-asking of these questions has generated new ideas which have begun to permeate classroom practice, and whose influence will likely be felt for some time to come. The broad term of Communicative Language Teaching (CLT) has been applied to new methods, materials, and even syllabi that have grown out of these new ideas. Methods falling under the CLT umbrella share two common elements: focus on the development of communicative abilities in students rather than on the instillation of knowledge ABOUT the language; and a view of the learner as a creative participant in the learning process rather than as a passive recipient of information. Even the traditionally assigned role of grammar instruction has been questioned by second language acquisition theorists like Stephen Krashen, whose five hypotheses emphasized the role of the subconscious in language acquisition. The American Council on the Teaching of Foreign Languages (ACTFL) is actively promoting proficiency as the principal goal of language instruction. Thus theorists and practitioners have turned their attention to the student's ABILITY in the language, rather than to their knowledge ABOUT it. As researchers, theorists, curriculum developers, and classroom teachers address these issues, an enormous quantity of new and provocative material is being generated. This annotated bibliography is offered as a compilation of easily accessible works of both practical and theoretical orientation. These works may serve as an introduction to this rich new field for new and experienced teachers, graduate students, methods instructors refocusing their courses, and others who wish to expand their understanding of the nature of language and language learning. Unfortun tely, such a bibliography can only scratch the surface of the offerings in this vast field, but interested readers will find more extensive citations in specific areas in many of the works listed. Those works marked with an asterisk are recommended for readers seeking a quick yet representative introduction to the field.

A Plan for Teaching Listening Comprehension: Adaptation of an Instructional Reading Model

ABSTRACT Many studies in foreign language learning over the past several years have explored the processes involved in listening and reading as well as the benefits of receptive skill development. Empirical investigations continue to identify the positive effects of extensive practice in listening and reading early in language study. The purpose of this article is to present a strategy for teaching listening comprehension by adapting several aspects of an effective reading model. The paper explores the processes underlying listening and reading as well as pedagogical implications of current research in the receptive skills. Specific guidelines for integrating listening skills are presented.

Communication I: Teaching Listening Skills in the Classroom: What Page Did You Say That Was?

Communication I: Teaching Listening Skills in the Classroom: What Page Did You Say That Was?

Packaging comprehension materials: Towards effective language instruction in difficult circumstances

Many countries need to teach English for scientific and commercial reasons. However, in many cases, these countries face shortages of trained English teachers. This paper describes a project to develop a replicable package of materials which might provide effective language instruction in such circumstances. It is assumed for theoretical reasons that the most effective way to teach a foreign language is by providing a substantial base of receptive competence (listening and reading) before attempting to teach productive skills. Thus the materials are comprehension-based and concentrate on teaching listening and reading. The materials consist of student workbooks, a cassette tape for each lesson, a teacher's manual with a complete tapescript of each lesson, and a set of periodic achievement tests. The materials use an “interactive teacher and tape” technique, in which the narrator on the tape gives students a variety of tasks to do in their workbooks, and the tape also has the teacher demonstrating tasks and correct responses to the students. Thus the teacher is not required to talk; the aural component is carried out by the taped narrator. The tape also controls the presentation and pace of the lesson. Use of the tape is to provide help and direction for potentially untrained and non-fluent teachers. Results indicate that the materials are superior to the traditional teacher and textbook approach both in terms of student gains in proficiency and in attitudes towards the materials. Results also indicate that the combination of listening and reading is superior to reading only, and that the materials taught via the tape are superior to the same materials taught by a fluent teacher. These results indicate that it is possible to teach comprehension skills effectively in large classes with replicable, packaged materials. The success of the taped materials indicates that it is theoretically possible to use such an approach with relatively untrained, non-fluent teachers.

A French News Broadcasts Vocabulary List and Further Thoughts on Teaching Listening Comprehension

A French News Broadcasts Vocabulary List and Further Thoughts on Teaching Listening Comprehension

Another Look at How to Teach Listening and Reading Comprehension

Another Look at How to Teach Listening and Reading Comprehension

Another Look at How to Teach Listening and Reading Comprehension

Another Look at How to Teach Listening and Reading Comprehension

Can We Really Teach Listening?

Can We Really Teach Listening?

Can We Really Teach Listening?

Can We Really Teach Listening?

How We Teach Listening

How We Teach Listening

Why Teach Listening?

Why Teach Listening?

Teach Listening?

Teach Listening?