The student who is attempting to read or compose in a second language often has the luxury of time for deliberation, and frequently the use of reference materials. The student who is attempting to convey an idea orally has the opportunity to speak at a rate he is comfortable with and to retract an occasional error. On the other hand, the student who is listening to a native speaker has very few comprehension aids if he does not immediately understand what the speaker said. The student may ask for a repetition, but such requests quickly become tedious and the would-be conversation dissolves into gestures and then silence. Regardless of the theory a teacher embraces as to how a second language is learned, we must all deal with the fact that our students must practice the listening skill a great deal at all levels of language learning if they are to be partners with native speakers in meaningful conversations. Furthermore, if we want our students to be as serious as we are about their learning to listen effectively, we must be willing to evaluate them frequently, employing a grading system which is valid, simple, and flexible. A problem encountered by many teachers is the lack of recordings suitable for use with their particular classes. Many teachers have given up on recordings sold with texts, especially test recordings, because they are difficult. Other commercial recordings are often placed in this category, if they are considered at all. Students are done a disservice, however, when they are denied access to a variety of native voices. Many rejected recordings can be quite useful if the teacher will determine why they are difficult. Does the recording presuppose knowledge of vocabulary which has not previously been introduced, or to which students have not had adequate exposure for rapid-paced comprehension? Does it require students to remember too much material before responding to comprehension questions? Is the rate of speech too fast for a particular group of students? Does the subject matter presuppose factual knowledge which students do not possess? Does the content of the selection depend on subtle points of grammar which may not yet have been mastered? Let us suppose that a teacher wishes to use a particular recording, the text of which is printed in his students' textbook, as a listening activity. The textbook contains marginal glosses of unfamiliar vocabulary which is to be recognized only in passing, not internalized. Another list of vocabulary follows the taped selection in the text; this is a list of the new words which are contained in the selection and which the authors of the text wish the students to learn as active vocabulary. The teacher succumbs to the temptation of allowing the students to look at the script of the recording in their text, since the vocabulary is already printed there. These students have just lost one more opportunity for listening practice. The listening skill has'now become confused with the reading skill. Some students may indicate comprehension without even listening to the recording at all. Without the availability of the textbook, the recording is clearly difficult. Hence the dilemma. Let us now address the questions raised earlier, assuming that all apply to a particular *Articles for this section may be sent to Ms. Marilynn Pavlik, Lyons Township High School, 100 South Brainard Avenue, La Grange, Illinois 60525. Please send 2 typed copies (or the original and one copy) for each paper submitted. Maximum length is 15 double-spaced pages.
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Apr 1, 1990
Klas G Malmqvist 
Open Access