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Teaching Listening
Listening is the language modality that is used most frequently. It has been estimated that
adults spend almost half their communication time listening, and students may receive as
much as 90% of their in-school information through listening to instructors and to one
another. Often, however, language learners do not recognize the level of effort that goes
into developing listening ability.

Far from passively receiving and recording aural input, listeners actively involve
themselves in the interpretation of what they hear, bringing their own background
knowledge and linguistic knowledge to bear on the information contained in the aural text.
Not all listening is the same; casual greetings, for example, require a different sort of
listening capability than do academic lectures. Language learning requires intentional
listening that employs strategies for identifying sounds and making meaning from them.

Listening involves a sender (a person, radio, television), a message, and a receiver (the
listener). Listeners often must process messages as they come, even if they are still
processing what they have just heard, without backtracking or looking ahead. In addition,
listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery.
The complexity of the listening process is magnified in second language contexts, where
the receiver also has incomplete control of the language.

Given the importance of listening in language learning and teaching, it is essential for
language teachers to help their students become effective listeners. In the communicative
approach to language teaching, this means modeling listening strategies and providing
listening practice in authentic situations: those that learners are likely to encounter when
they use the language outside the classroom.

Section Contents

Goals and Techniques for Teaching Listening

Strategies for Developing Listening Skills
Developing Listening Activities
Using Textbook Listening Activities
Assessing Listening Proficiency
Resources

Material for this section was drawn from “Listening in a foreign language” by Ana Maria
Schwartz, in Modules for the professional preparation of teaching assistants in foreign
languages (Grace Stovall Burkart, ed.; Washington, DC: Center for Applied Linguistics,
1998)

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 Goals and Techniques for Teaching
Listening
Instructors want to produce students who, even if they do not have complete control of the
grammar or an extensive lexicon, can fend for themselves in communication situations. In
the case of listening, this means producing students who can use listening strategies to
maximize their comprehension of aural input, identify relevant and non-relevant
information, and tolerate less than word-by-word comprehension.

Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than on its
product.

 They develop students' awareness of the listening process and listening strategies by
asking students to think and talk about how they listen in their native language.
 They allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.
 They behave as authentic listeners by responding to student communication as a
listener rather than as a teacher.
 When working with listening tasks in class, they show students the strategies that
will work best for the listening purpose and the type of text. They explain how and
why students should use the strategies.
 They have students practice listening strategies in class and ask them to practice
outside of class in their listening assignments. They encourage students to be
conscious of what they're doing while they complete listening tape assignments.
 They encourage students to evaluate their comprehension and their strategy use
immediately after completing an assignment. They build comprehension checks into
in-class and out-of-class listening assignments, and periodically review how and
when to use particular strategies.
 They encourage the development of listening skills and the use of listening
strategies by using the target language to conduct classroom business: making
announcements, assigning homework, describing the content and format of tests.
 They do not assume that students will transfer strategy use from one task to another.
They explicitly mention how a particular strategy can be used in a different type of
listening task or with another skill.

By raising students' awareness of listening as a skill that requires active engagement, and
by explicitly teaching listening strategies, instructors help their students develop both the
ability and the confidence to handle communication situations they may encounter beyond
the classroom. In this way they give their students the foundation for communicative
competence in the new language.

Integrating Metacognitive Strategies

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Before listening: Plan for the listening task

 Set a purpose or decide in advance what to listen for

 Decide if more linguistic or background knowledge is needed
 Determine whether to enter the text from the top down (attend to the overall
meaning) or from the bottom up (focus on the words and phrases)

During and after listening: Monitor comprehension

 Verify predictions and check for inaccurate guesses

 Decide what is and is not important to understand
 Listen/view again to check comprehension
 Ask for help

After listening: Evaluate comprehension and strategy use

 Evaluate comprehension in a particular task or area

 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used were appropriate for the purpose and for the task
 Modify strategies if necessary

Using Authentic Materials and Situations

Authentic materials and situations prepare students for the types of listening they will need
to do when using the language outside the classroom.

One-Way Communication

Materials:

 Radio and television programs

 Public address announcements (airports, train/bus stations, stores)
 Speeches and lectures
 Telephone customer service recordings

Procedure:

 Help students identify the listening goal: to obtain specific information; to decide
whether to continue listening; to understand most or all of the message
 Help students outline predictable sequences in which information may be presented:
who-what-when-where (news stories); who-flight number-arriving/departing-gate
number (airport announcements); "for [function], press [number]" (telephone
recordings)
 Help students identify key words/phrases to listen for

Two-Way Communication

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In authentic two-way communication, the listener focuses on the speaker's meaning rather
than the speaker's language. The focus shifts to language only when meaning is not clear.
Note the difference between the teacher as teacher and the teacher as authentic listener in
the dialogues in the popup screens.

Strategies for Developing Listening Skills

Language learning depends on listening. Listening provides the aural input that serves as
the basis for language acquisition and enables learners to interact in spoken
communication.

Effective language instructors show students how they can adjust their listening behavior to
deal with a variety of situations, types of input, and listening purposes. They help students
develop a set of listening strategies and match appropriate strategies to each listening
situation.

Listening Strategies

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input. Listening strategies can be classified by how
the listener processes the input.

Top-down strategies are listener based; the listener taps into background knowledge of the
topic, the situation or context, the type of text, and the language. This background
knowledge activates a set of expectations that help the listener to interpret what is heard
and anticipate what will come next. Top-down strategies include

 listening for the main idea

 predicting
 drawing inferences
 summarizing

Bottom-up strategies are text based; the listener relies on the language in the message, that
is, the combination of sounds, words, and grammar that creates meaning. Bottom-up
strategies include

 listening for specific details

 recognizing cognates
 recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their
listening.

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  They plan by deciding which listening strategies will serve best in a particular
situation.
 They monitor their comprehension and the effectiveness of the selected strategies.
 They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies selected
was an effective one.

Listening for Meaning

To extract meaning from a listening text, students need to follow four basic steps:

 Figure out the purpose for listening. Activate background knowledge of the topic in
order to predict or anticipate content and identify appropriate listening strategies.
 Attend to the parts of the listening input that are relevant to the identified purpose
and ignore the rest. This selectivity enables students to focus on specific items in the
input and reduces the amount of information they have to hold in short-term
memory in order to recognize it.
 Select top-down and bottom-up strategies that are appropriate to the listening task
and use them flexibly and interactively. Students' comprehension improves and their
confidence increases when they use top-down and bottom-up strategies
simultaneously to construct meaning.
 Check comprehension while listening and when the listening task is over.
Monitoring comprehension helps students detect inconsistencies and comprehension
failures, directing them to use alternate strategies.

Developing Listening Activities

As you design listening tasks, keep in mind that complete recall of all the information in an
aural text is an unrealistic expectation to which even native speakers are not usually held.
Listening exercises that are meant to train should be success-oriented and build up students'
confidence in their listening ability.

Construct the listening activity around a contextualized task.

Contextualized listening activities approximate real-life tasks and give the listener an idea
of the type of information to expect and what to do with it in advance of the actual
listening. A beginning level task would be locating places on a map (one way) or
exchanging name and address information (two way). At an intermediate level students
could follow directions for assembling something (one way) or work in pairs to create a
story to tell to the rest of the class (two way).

Define the activity's instructional goal and type of response.

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Each activity should have as its goal the improvement of one or more specific listening
skills. A listening activity may have more than one goal or outcome, but be careful not to
overburden the attention of beginning or intermediate listeners.

Recognizing the goal(s) of listening comprehension in each listening situation will help
students select appropriate listening strategies.

 Identification: Recognizing or discriminating specific aspects of the message, such

as sounds, categories of words, morphological distinctions
 Orientation: Determining the major facts about a message, such as topic, text type,
setting
 Main idea comprehension: Identifying the higher-order ideas
 Detail comprehension: Identifying supporting details
 Replication: Reproducing the message orally or in writing

Check the level of difficulty of the listening text.

The factors listed below can help you judge the relative ease or difficulty of a listening text
for a particular purpose and a particular group of students.

How is the information organized? Does the story line, narrative, or instruction conform to
familiar expectations? Texts in which the events are presented in natural chronological
order, which have an informative title, and which present the information following an
obvious organization (main ideas first, details and examples second) are easier to follow.

How familiar are the students with the topic? Remember that misapplication of background
knowledge due to cultural differences can create major comprehension difficulties.

Does the text contain redundancy? At the lower levels of proficiency, listeners may find
short, simple messages easier to process, but students with higher proficiency benefit from
the natural redundancy of the language.

Does the text involve multiple individuals and objects? Are they clearly differentiated? It is
easier to understand a text with a doctor and a patient than one with two doctors, and it is
even easier if they are of the opposite sex. In other words, the more marked the differences,
the easier the comprehension.

Does the text offer visual support to aid in the interpretation of what the listeners hear?
Visual aids such as maps, diagrams, pictures, or the images in a video help contextualize
the listening input and provide clues to meaning.

Use pre-listening activities to prepare students for what they are going to
hear or view.

The activities chosen during pre-listening may serve as preparation for listening in several
ways. During pre-listening the teacher may

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  assess students' background knowledge of the topic and linguistic content of the text
 provide students with the background knowledge necessary for their comprehension
of the listening passage or activate the existing knowledge that the students possess
 clarify any cultural information which may be necessary to comprehend the passage
 make students aware of the type of text they will be listening to, the role they will
play, and the purpose(s) for which they will be listening
 provide opportunities for group or collaborative work and for background reading
or class discussion activities

Sample pre-listening activities:

 looking at pictures, maps, diagrams, or graphs

 reviewing vocabulary or grammatical structures
 reading something relevant
 constructing semantic webs (a graphic arrangement of concepts or words showing
how they are related)
 predicting the content of the listening text
 going over the directions or instructions for the activity
 doing guided practice

Match while-listening activities to the instructional goal, the listening

purpose, and students' proficiency level.

While-listening activities relate directly to the text, and students do them do during or
immediately after the time they are listening. Keep these points in mind when planning
while-listening activities:

If students are to complete a written task during or immediately after listening, allow them
to read through it before listening. Students need to devote all their attention to the
listening task. Be sure they understand the instructions for the written task before listening
begins so that they are not distracted by the need to figure out what to do.

Keep writing to a minimum during listening. Remember that the primary goal is
comprehension, not production. Having to write while listening may distract students from
this primary goal. If a written response is to be given after listening, the task can be more
demanding.

Organize activities so that they guide listeners through the text. Combine global activities
such as getting the main idea, topic, and setting with selective listening activities that focus
on details of content and form.

Use questions to focus students' attention on the elements of the text crucial to
comprehension of the whole. Before the listening activity begins, have students review
questions they will answer orally or in writing after listening. Listening for the answers
will help students recognize the crucial parts of the message.

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Use predicting to encourage students to monitor their comprehension as they listen. Do a
predicting activity before listening, and remind students to review what they are hearing to
see if it makes sense in the context of their prior knowledge and what they already know of
the topic or events of the passage.

Give immediate feedback whenever possible. Encourage students to examine how or why
their responses were incorrect.

Sample while-listening activities

 listening with visuals

 filling in graphs and charts
 following a route on a map
 checking off items in a list
 listening for the gist
 searching for specific clues to meaning
 completing cloze (fill-in) exercises
 distinguishing between formal and informal registers

Using Textbook Listening Activities

The greatest challenges with textbook tape programs are integrating the listening
experiences into classroom instruction and keeping up student interest and motivation.
These challenges arise from the fact that most textbook listening programs emphasize
product (right or wrong answer) over process (how to get meaning from the selection) and
from the fact that the listening activities are usually carried out as an add-on, away from the
classroom.

You can use the guidelines for developing listening activities given here as starting points
for evaluating and adapting textbook listening programs. At the beginning of the teaching
term, orient students to the tape program by completing the exercises in class and
discussing the different strategies they use to answer the questions. It is a good idea to
periodically complete some of the lab exercises in class to maintain the link to the regular
instructional program and to check on the effectiveness of the exercises themselves.

Integrating Listening Strategies With Textbook Audio and Video

Students can use this outline for both in-class and out-of-class listening/viewing activities.
Model and practice the use of the outline at least once in class before you ask students to
use it independently.

1. Plan for listening/viewing

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  Review the vocabulary list, if you have one
 Review the worksheet, if you have one
 Review any information you have about the content of the tape/video

2. Preview the tape/video

 (tape) Use fast forward to play segments of the tape; (video) view the video without
sound
 Identify the kind of program (news, documentary, interview, drama)
 Make a list of predictions about the content
 Decide how to divide the tape/video into sections for intensive listening/viewing

3. Listen/view intensively section by section. For each section:

 Jot down key words you understand

 Answer the worksheet questions pertaining to the section
 If you don't have a worksheet, write a short summary of the section

4. Monitor your comprehension

 Does it fit with the predictions you made?

 Does your summary for each section make sense in relation to the other sections?

5. Evaluate your listening comprehension progress

Assessing Listening Proficiency

You can use post-listening activities to check comprehension, evaluate listening skills and
use of listening strategies, and extend the knowledge gained to other contexts. A post-
listening activity may relate to a pre-listening activity, such as predicting; may expand on
the topic or the language of the listening text; or may transfer what has been learned to
reading, speaking, or writing activities.

In order to provide authentic assessment of students' listening proficiency, a post-listening

activity must reflect the real-life uses to which students might put information they have
gained through listening.

 It must have a purpose other than assessment

 It must require students to demonstrate their level of listening comprehension by
completing some task.

To develop authentic assessment activities, consider the type of response that listening to a
particular selection would elicit in a non-classroom situation. For example, after listening to

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a weather report one might decide what to wear the next day; after listening to a set of
instructions, one might repeat them to someone else; after watching and listening to a play
or video, one might discuss the story line with friends.

Use this response type as a base for selecting appropriate post-listening tasks. You can then
develop a checklist or rubric that will allow you to evaluate each student's comprehension
of specific parts of the aural text. (See Assessing Learning for more on checklists and
rubrics.)

For example, for listening practice you have students listen to a weather report. Their
purpose for listening is to be able to advise a friend what to wear the next day. As a post-
listening activity, you ask students to select appropriate items of clothing from a collection
you have assembled, or write a note telling the friend what to wear, or provide oral advice
to another student (who has not heard the weather report). To evaluate listening
comprehension, you use a checklist containing specific features of the forecast, marking
those that are reflected in the student's clothing recommendations.

Resources: Teaching Listening

Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign
Language Annals , 17 , 317-329.

Coakley, C.G., & Wolvin, A.D. (1986). Listening in the native language. In B. H. Wing
(Ed.), Listening, reading, writing: Analysis and application (pp. 11-42). Middlebury, VT:
Northeast Conference.

Gass, S. M. (1988). Integrating research areas: A framework for second language studies.
Applied Linguistics, 9 , 198-217.

Lund, R.J. (1990). A taxonomy for teaching second language listening. Foreign Language
Annals, 23 , 105-115.

Mendelsohn, D.J., & Rubin, J. (1995). A guide for the teaching of second language
listening. San Diego, CA: Dominie Press.

Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M.

Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106).
Boston, MA: Heinle & Heinle.

Nunan, D., & Miller, L. (Eds.). (1995). New ways in teaching listening. Alexandria, VA:
TESOL.

Omaggio-Hadley, A. (1993). Teaching language in context (2nd ed.). Boston, MA: Heinle
& Heinle.

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Peterson, P.W. (1991). A synthesis of methods for interactive listening. In M. Celce-Murcia
(Ed.), Teaching English as a second or foreign language (pp. 106-122). Boston, MA:
Heinle & Heinle.

Richards, J.C. (1983). Listening comprehension: Approach, design, procedure. TESOL

Quarterly, 17 , 219-240.

Rixon, S. (1981). The design of materials to foster particular linguistic skills. The teaching
of listening comprehension. (ERIC Document Reproduction Service No. ED 258 465).

Rost, M. (1990). Listening in language learning. London: Longman.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and

typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp.
15-30). Englewood Cliffs, NJ: Prentice-Hall.

Rubin, J. (1995). The contribution of video to the development of competence in listening.

In D.J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language
listening (pp. 151-165). San Diego, CA: Dominie Press.

Underwood, M. (1989). Teaching listening. London: Longman.

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