11

3
How Can Teachers
Teach Listening?
The research fndings discussed in the previous chapter have several
important implications for teachers. Although many aspects of the
traditional listening classroom remain the same as in the past, the cur-
rent view of listening as a many-sided interactive process necessitates
a more comprehensive approach to teaching listening to help learners
meet the challenge of real-life listening. Although listening is an indi-
vidual activity hidden in ones brain, the teaching and learning of how
to listen could be taken out of students private domain into the public
space of the classroom. The focus of instruction changes from whether
comprehension is achieved to how it is achieved.
REFLECTIVE BREAK
How was foreign language listening taught in your
experience?
The Diagnostic Approach
Typically, teachers do some prelistening and then have students listen
to the text and perform a variety of tasks. Teachers evaluate students
comprehension based on the correctness of their responses and pro-
ceed to the next activity. Implicit here is the focus on the result, the
product of listening in the form of correct answers. This approach tests
students listening comprehension, informing them that they failed
at certain points, but does little to teach how to listen, that is, to help
12
Teaching Listening
them understand what went wrong with their listening and how it
could be repaired. Field (2008) calls for a diagnostic approach to listen-
ing, which allows teachers and students to attend to listening diffcul-
ties and practice strategies to diminish them. Characteristics of the
approach are described in the following sections.
Using Incorrect Answers to Detect Weaknesses,
and Designing Activities to Help
How often do teachers rush to supply a correct answer when a stu-
dent fails to respond to a listening task? Teachers may play a recording
several times and ask for other students input to make things right,
missing an opportunity to determine the reason for the listening error.
To revise this approach, a teacher could identify problems by making a
note of students lapses in comprehension as she checks their answers.
She would then discuss with students how they arrived at a certain
answer, what prevented them from understanding parts of the text, and
what could be done to improve their listening facilities. Finally, she
would follow up with activities that target specifc listening problems
that emerged during the discussion. The aim is to increase students
awareness of their listening processes and reinforce effective listening
behaviors they can use when they face these problems again.
REFLECTIVE BREAK
How can teachers best determine whether their students
understand the listening material they give them?
Avoiding Listening Tasks That Require Memorization
Understanding a message does not mean remembering every single
detail, so students inability to recall information does not always signal
a lack of comprehension. Yet some exercisesnamely, multiple-choice
and very specifc questionstest listeners memory skills rather than
focusing on the listening process. Instructors should try to include var-
ious types of comprehension questions that discuss the content of the
text as well as invite students to examine their listening performance.
13
How Can Teachers Teach Listening?
Helping Students Develop a Wider Range
of Listening Strategies
Ineffective listeners rely on a single strategy (e.g., focusing on individ-
ual sentences, missing the relationship between ideas) without chang-
ing or adapting it. To cope with diffcult texts more effectively, students
should be exposed to a variety of strategies. Explaining, modeling, and
regularly practicing with students how to set goals, plan tasks, self-
monitor, and evaluate helps them control their listening. Anticipating
content, inferring, guessing, and recognizing redundancies improves
specifc listening problems. Encouraging interaction with classmates
and native speakers through listening expands communicative contexts
and enhances self-confdence.
Effective strategy use does not happen by itself. Although the very
idea of strategies may seem to be too abstract to students, teachers can
help them appreciate the importance of strategies by including activi-
ties with a focus on their listening process. For example, students could
discuss (in small groups or with the class) what they did to prepare
for listening, follow the text, identify key points, and so forth. Or the
class could share personal experiences with various listening tasks and
develop a master list of effective strategies for different types of texts,
adding to it as their strategic competence grows. To introduce a strat-
egy, the teacher needs to get students to realize that there is a problem
and a way of dealing with it. She could model the strategy by explain-
ing what she does and why it is helpful in this particular case, and pro-
vide multiple opportunities to practice in different listening situations.
Depending on the task, she also could remind students to be fexible in
their choice of strategies and to employ strategic listening outside of
the class.
REFLECTIVE BREAK
Make a list of listening strategies you are familiar with. Are
there any strategies that seem more important than others?
Why?
14
Teaching Listening
Differentiating Between Listening Skills
By identifying a set of distinctive behaviors that work together toward
comprehension, teachers allow learners yet another glimpse into the
listening process. Listeners may be used to employing microskills in
their native language, but specifc activities need to be designed to
help them transfer those skills into a new language. Although each skill
could be practiced separately, the key to skills instruction is not to treat
them as a laundry list of discrete practice points that students get or do
not get. Rather, skill training should become a part of a larger listening
profciency picture, inviting students to try new behaviors in a variety
of contexts and tasks.
REFLECTIVE BREAK
What is the difference between strategies and skills? How
can this awareness help in listening instruction?
Providing Top-Down and Bottom-Up Listening Practice
The fact that listening is a complex multistep procedure that involves
different types of processing implies that both top-down and bottom-up
skills should be practiced in the classroom. Although many teachers
tend to favor such top-down activities as comprehension questions,
predicting, and listing, listening practice should incorporate bottom-up
exercises for pronunciation, grammar, and vocabulary that allow learn-
ers to pay close attention to language as well.
Bottom-up processing helps students recognize lexical and pronun-
ciation features to understand the text. Because of their direct focus on
language forms at the word and sentence levels, bottom-up exercises
are particularly benefcial for lower level students who need to expand
their language repertoire. As they become more aware of linguistic fea-
tures of the input, the speed and accuracy of perceiving and processing
aural input will increase. To develop bottom-up processing, students
could be asked to
distinguish individual sounds, word boundaries, and stressed
syllables
identify thought groups
15
How Can Teachers Teach Listening?
listen for intonation patterns in utterances
identify grammatical forms and functions
recognize contractions and connected speech
recognize linking words
Top-down processing relies on prior knowledge and experience to
build the meaning of a listening text using the information provided by
sounds and words. To arrive at a meaning of a text, the listener draws
on her knowledge of the context, topic, speakers, situation, and the
world, matching it to the aural input. Top-down listening skills include
listening for gist, main ideas, topic, and setting of the text
listening for specifc information
sequencing the information
prediction
guessing
inferencing
REFLECTIVE BREAK
Look at the list of bottom-up and top-down skills and think
of specifc assignments that target those skills. For example,
to develop a skill of identifying thought groups, students can
mark them in a transcript while listening.
Skilled listeners simultaneously engage in top-down and bottom-up
processing, using both types of skills to construct meaning. Although
pedagogically people often practice them separately because of their
distinctly different focus, they can be addressed within the context of a
single listening text.
For example, students are going to *listen to a 2-minute-long
conversation about getting around the city. Before they begin, they
are asked to *listen to sentences giving and asking for directions from
the conversation and repeat them, paying attention to the intona-
tion, meaning, and grammatical structure of each phrase. They do *a
fll-in-the-blank exercise, choosing an appropriate form of the verb.
16
Teaching Listening
They *listen to a short monologue and trace the speakers route on the
map. They practice *asking and answering questions about different
locations on the map. They have *a class discussion about getting to
campus by using different kinds of transportation. Next, students listen
to the conversation several times. They start by *listening to the frst
15 seconds of the recording to make predictions about the topic and
the setting of the conversation; they will *check their predictions after
listening. Other while-listening tasks include *summarizing the con-
versation, *answering comprehension questions, *ordering the possible
routes mentioned by the speakers, *listening for the bus numbers, and
*a cloze exercise. After listening, students *discuss their predictions,
*practice saying numbers, *act out situations asking for and giving
directions, and *write a story based on a picture which clearly involves
fnding ones way in the city.
REFLECTIVE BREAK
Categorize each of the starred activities above as either top-
down or bottom-up. What is the objective of each?
The Role of Students
The process view of listening has changed the role of the listener
from someone who was thought to passively receive the spoken mes-
sage to an active participant in the act. Translated into the realities of
classroom teaching it means that students take responsibility for their
own learning how to listen. Instead of ingesting language and content,
responding to comprehension questions when asked, and receiving
instruction, they interact with the text and the task at many levels.
They construct meaning by drawing on their schemata and switching
between bottom-up and top-down processing. They employ a variety
of strategies and skills, and discuss their effectiveness with their class-
mates. They rely on metacognitive abilities to overcome diffculties
and seek additional opportunities to listen outside of class. By actively
attending to their listening needs, learners improve performance in
listening and learning the second language.
17
How Can Teachers Teach Listening?
REFLECTIVE BREAK
Vandergrift and Goh (2012) maintain that learners need
to control their listening. What does such control involve?
Why is it important? What activities would help students
develop control over their listening process?
Another very important aspect of active listening is its social
dimension. A typical listening textbook as well as most teacher-made
material contains only recorded speech. Thus students cannot rely on
facial expressions and body language to gain valuable cues to meaning,
and they are missing the opportunity to communicate with the speaker
as well. To approximate real-life listening experiences, students can be
grouped or paired up to practice showing understanding or incompre-
hension, asking questions, agreeing or disagreeing with the speaker,
and interrupting when appropriate.
REFLECTIVE BREAK
As you read the following partial script of a lesson for low
intermediate students, think about the focus of listening
instruction in this class. What is its main goal? What roles
do the teacher and students play in this class? Consider
the pros and cons of this approach. What would you do
differently and why?
Teacher: We are going to watch a video about a Thanksgiving holiday
celebration in the United States. What do you think people will be talk-
ing about at such a party? (Students answer.) Have you ever been to a
U.S. Thanksgiving meal? (Students answer.) What is it like? (Students
answer.) How about your country? Do you have something like that? A
day of giving thanks? Is it different than in the United States? (Students
answer.)
Teacher: OK, very good. Now, here are some words that weve
learned. (Points students to a vocabulary box on a worksheet) You have
to group them according to three categories. (Gives students time to
nish) What do you have under beverages? (Students answer.) How
18
Teaching Listening
about food? (Students answer.) What did you put into greetings? (Stu-
dents answer.) What other U.S. traditions do you know of? (Students
answer.) What could you add to each category? (Students answer.)
Teacher: Lets watch the video now. As you listen to the conversation,
try to nd answers to the questions on your handout. Lets read the
questions together to make sure we understand them. (Students read
and discuss questions.) OK, lets watch it.
After watching:
Teacher: What did you choose for the rst question? Does everybody
agree? What do you have, Fahd? What else do you have here? Oh . . .
I think he said, delicious. Lets listen to this piece again. (Students again
watch the segment they did not understand.) Did you hear that? (Stu-
dents nod.) OK, question number two. (Students answer.) Right. How
about number three? (Students answer.) Nobody got that? Let me go
back there. (Plays the segment again) Did you get it? (Students shake
their heads.) She says, the last harvest. OK. Number four. Why was he
late? Tagrid, whats your answer? (Student answers.) Romina, what
do you have? (Student answers.) Good job, everyone! We are going
to watch it again. This time well focus on expressions they use at the
table. Look at exercise number two on your handout. As you listen,
circle the expressions they use. Did you nd the exercise? (Students
nod.) Any questions? (Students say no.) Are you ready?
After second viewing:
Teacher: So, what can you say to invite everybody to have a seat at the
table? (Students answer.) What else can you say? (Students answer.)
Pei-Chan? (Student answers.) Good! What does Shelly say to get the
gravy? (Students answer.) How about drinks? How do you ask for a
drink? (Students answer.) And if you dont want it? (Students answer.)
All right. What did the hostess say to offer food? (Students answer.)
Yes. And how did the guests thank her? (Students answer.) Very good!
You got it!
Teacher: Now that youve learned the phrases, lets role-play. Imagine
that there is a Thanksgiving dinner, and you are invited. Two students
will be the hosts, the others will be the guests. Try to use the expres-
sions weve learned. Ill put them on the board. (Students work in
groups.)
19
How Can Teachers Teach Listening?
The Role of the Teacher
REFLECTIVE BREAK
What characteristics make a good teacher of second
language listening skills?
When teachers teach, they seem to take charge of everything. They
select input, design and sequence activities, determine tasks, and decide
what constitutes a correct response. When several students give the
desired answer, the teacher acknowledges their effort and moves on,
never pausing to think if everyone in the class understood the text, and
if not, what caused their confusion. When students make a mistake,
teachers deem it their professional duty to immediately correct it. By
doing that, teachers hope they are keeping the lesson going and also
helping learners avoid the same mistake in the future. This approach
puts the teacher in control of classroom activity and allows students
to check the accuracy of their responses, but does it change students
listening behavior?
In a process-oriented classroom, the teacher assumes a more sup-
portive role, facilitating rather than controlling and testing listening.
She continues to manage the classroom business of planning, imple-
menting, and assessing listening while taking a noninterventional
stance in listening instruction (Field, 2008). Instead of presenting stu-
dents with the correct answer, she guides them in comparing responses
and refecting on different steps they took to achieve comprehension.
She encourages students to become aware of their listening, monitors
their efforts, and provides feedback on their performance.
It is essential that students receive feedback immediately after the
task, while they still remember the activity. At the same time, teachers
do not want to embarrass weaker listeners in front of their classmates,
so the discussion of common errors and ways to avoid them should
be impersonal and nonjudgmental (There were some problems with . . .
instead of You made a mistake in . . . ). Personal feedback can be spoken
or written; a quick in-class conference right after the activity may be
followed by an email message with observations and suggestions after
20
Teaching Listening
class. Individual comments should be transparent, targeting specifc
strengths and weaknesses and providing tips for improvement. A good
strategy is to start with a general positive statement (You did a great
job understanding all the reasons the speaker stated), mention areas for
improvement (I didnt see you taking notes while listening. Did you pay
attention?), and fnish with encouragement (You managed to understand
a lot from the text) to sustain confdence and create a positive listening
environment where students are not afraid to try new strategies, make
guesses, and discuss. To relieve anxiety associated with listening in a
foreign language, I also tell my students about my own auditory prob-
lems (such as replaying phone messages eight times to get the phone
number) and fnd ways to praise even their smallest successes to give
them a sense of accomplishment.
REFLECTIVE BREAK
What are your thoughts on the use of peer feedback in
teaching second language listening in terms of its value,
appropriateness, practicality, and guidance for students?
Imagine that a friend is learning a new language and fnds
understanding oral speech particularly diffcult. What
suggestions could you give her to help her succeed?