Listening in the Language Classroom

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  • Critically examines the way that listening is approached in the classroom, and suggests ways in which the standard approach can be reshaped. This encourages teachers to question the prevailing methodology and to reflect on practice. Outlines an alternative approach that is more effective, more sensitive to learner needs and more related to real-life listening outcomes
  • Provides a detailed and well-informed account of the nature of L1 listening and the ways in which L2 listening diverges from it providing the language teacher with a clear set of goals for listening instruction, and redresses a number of mistaken beliefs.
  • Gives a detailed account of the nature of the speech signal and of the problems posed for those who encounter it as second language listeners. This enables the language teacher to identify more closely with the difficulties faced by the L2 listener.
  • Proposes a new methodology for the teaching of listening based upon small-scale practice of target problem areas. It offers a more productive alternative to the standard methodology, one which focuses upon the process of listening rather than the product and one which produces better listeners rather than simply supplying more and more practice.