| Series editor’s preface ix | ||
| Preface xi | ||
| Acknowledgments xiv | ||
| Part I HISTORICAL BACKGROUND 1 | ||
| 1 | Approaches to Language Teaching and the Role of Listening 3 | |
| Introduction 3 | ||
| The Grammar-Translation Approach 4 | ||
| The Direct-Method Approach 5 | ||
| The Grammar Approach 6 | ||
| The Audio-Lingual Approach 8 | ||
| The Discrete-Item Approach 10 | ||
| The Communicative Approach 12 | ||
| The Task-Based Approach 14 | ||
| The Learner-Strategy Approach 16 | ||
| The Integrated Approach 18 | ||
| Conclusion 19 | ||
| Discussion 20 | ||
| 2 | Models of Listening 21 | |
| Introduction 21 | ||
| Listening Development in the First Language 21 | ||
| Speech Recognition and Short- and Long-Term Memory 23 | ||
| Models of the Listening Process 24 | ||
| Second Language Listeners 27 | ||
| Conclusion 28 | ||
| Discussion 29 | ||
| 3 | Types of Meaning for Listening 30 | |
| Introduction 30 | ||
| Types of Meaning 30 | ||
| Conclusion 46 | ||
| Discussion 46 | ||
| 4 | The Nature of Spoken Language 47 | |
| Introduction 47 | ||
| Speech Versus Writing 48 | ||
| Conversational Listening 52 | ||
| Conclusion 59 | ||
| Discussion 59 | ||
| Appendix 59 | ||
| 5 | Learning Styles and Listening Strategies 62 | |
| Introduction 62 | ||
| General Learning Styles 62 | ||
| Learning Strategies 65 | ||
| Effective and Ineffective Listening Strategies 69 | ||
| Listening Strategies in the Classroom 72 | ||
| A Strategy-Based Approach to Teaching Listening 72 | ||
| Conclusion 80 | ||
| Discussion 82 | ||
| Part II A PEDAGOGICAL MODEL AND ITS APPLICATION 83 | ||
| 6 | A Pedagogical Model for Second Language Listening 85 | |
| Introduction 85 | ||
| Dimensions of Listening 87 | ||
| A Listening Dimensions Evaluation Checklist 96 | ||
| Conclusion 97 | ||
| Discussion 97 | ||
| 7 | Materials and the Pedagogical Model for Listening 98 | |
| Introduction 98 | ||
| Beginners 98 | ||
| Low-Intermediate 103 | ||
| Intermediate 106 | ||
| Advanced 111 | ||
| Preparing and Piloting Listening Comprehension Materials 115 | ||
| An Example of Specially Prepared Listening Material 117 | ||
| Conclusion 123 | ||
| Discussion 123 | ||
| 8 | Case Studies and their Relation to the Pedagogical Model 124 | |
| Introduction 124 | ||
| Case Study 1 – Young Learners 125 | ||
| Case Study 2 – Using Technology to Improve Listening 129 | ||
| Case Study 3 – Academic Listening 137 | ||
| Case Study 4 – Self-Access Language Learning 148 | ||
| Case Study 5 – An Intensive Language Course 155 | ||
| Conclusion 162 | ||
| Part III KEY ISSUES IN TEACHING AND TESTING 163 | ||
| 9 | Developing Listening Skills through Technology 165 | |
| Introduction 165 | ||
| Radio 165 | ||
| Audiotapes 167 | ||
| Language Laboratory 171 | ||
| Video 172 | ||
| Computer-Assisted Language Learning 178 | ||
| Conclusion 182 | ||
| Discussion 183 | ||
| 10 | The Role of Questions in the Teaching of Listening 184 | |
| Introduction 184 | ||
| Models for Integrating Questions while Teaching Listening 184 | ||
| Question Types 186 | ||
| Questions and the Pedagogical Model 194 | ||
| Conclusion 196 | ||
| Discussion 196 | ||
| 11 | Testing Listening 198 | |
| Introduction 198 | ||
| What to Test 202 | ||
| How to Test 203 | ||
| What to Measure 206 | ||
| How to Assess Listening 208 | ||
| Conclusion 209 | ||
| Discussion 209 | ||
| Appendix: Concluding Questions for Reflection 211 | ||
| References 213 | ||
| Index 221 | ||