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1、TeachingListeningListeningisthelanguagemodalitythatisusedmostfrequently.Ithasbeenestimatedthatadultsspendalmosthalftheircommunicationtimelistening,andstudentsmayreceiveasmuchas90%oftheirin-schoolinformationthroughlisteningtoinstructorsandtooneanother.Often,however,languagelearn
2、ersdonotrecognizethelevelofeffortthatgoesintodevelopinglisteningability.Farfrompassivelyreceivingandrecordingauralinput,listenersactivelyinvolvethemselvesintheinterpretationofwhattheyhear,bringingtheirownbackgroundknowledgeandlinguisticknowledgetobearontheinformationcontainedin
3、theauraltext.Notalllisteningisthesame;casualgreetings,forexample,requireadifferentsortoflisteningcapabilitythandoacademiclectures.Languagelearningrequiresintentionallisteningthatemploysstrategiesforidentifyingsoundsandmakingmeaningfromthem.Listeninginvolvesasender(aperson,radio
4、,television),amessage,andareceiver(thelistener).Listenersoftenmustprocessmessagesastheycome,eveniftheyarestillprocessingwhattheyhavejustheard,withoutbacktrackingorlookingahead.Inaddition,listenersmustcopewiththesender'schoiceofvocabulary,structure,andrateofdelivery.Thecomplexit
5、yofthelisteningprocessismagnifiedinsecondlanguagecontexts,wherethereceiveralsohasincompletecontrolofthelanguage.Giventheimportanceoflisteninginlanguagelearningandteaching,itisessentialforlanguageteacherstohelptheirstudentsbecomeeffectivelisteners.Inthecommunicativeapproachtolan
6、guageteaching,thismeansmodelinglisteningstrategiesandprovidinglisteningpracticeinauthenticsituations:thosethatlearnersarelikelytoencounterwhentheyusethelanguageoutsidetheclassroom.SectionContentsGoalsandTechniquesforTeachingListeningStrategiesforDevelopingListeningSkillsDevelop
7、ingListeningActivitiesUsingTextbookListeningActivitiesAssessingListeningProficiencyResourcesMaterialforthissectionwasdrawnfrom“Listeninginaforeignlanguage”byAnaMariaSchwartz,inModulesfortheprofessionalpreparationofteachingassistantsinforeignlanguages(GraceStovallBurkart,ed.;Was
8、hington,DC:CenterforAppliedLinguistics,1998)[TOP]©2003
