Second Language Listening: Theory and Practice (Cambridge Language Education) PDF
Preview Second Language Listening: Theory and Practice (Cambridge Language Education)
P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 Second Language Listening: Theory and Practice i P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 CAMBRIDGE LANGUAGE EDUCATION SeriesEditor:JackC.Richards Inthisseries: AgendasforSecondLanguageLiteracybySandraLeeMcKay ReflectiveTeachinginSecondLanguageClassroomsbyJackC. RichardsandCharlesLockhart EducatingSecondLanguageChildren:TheWholeChild,theWhole Curriculum,theWholeCommunityeditedbyFredGenesee UnderstandingCommunicationinSecondLanguageClassroomsby KarenE.Johnson TheSelf-DirectedTeacher:ManagingtheLearningProcessbyDavid NunanandClariceLamb FunctionalEnglishGrammar:AnIntroductionforSecondLanguage TeachersbyGrahamLock TeachersasCourseDeveloperseditedbyKathleenGraves Classroom-BasedEvaluationinSecondLanguageEducationbyFred GeneseeandJohnA.Upshur FromReadertoReadingTeacher:IssuesandStrategiesforSecond LanguageClassroomsbyJoAnnAebersoldandMaryLeeField ExtensiveReadingintheSecondLanguageClassroombyRichardR. DayandJulianBamford LanguageTeachingAwareness:AGuidetoExploringBeliefsand PracticesbyJerryG.GebhardandRobertOprandy VocabularyinSecondLanguageTeachingbyNorbertSchmitt CurriculumDevelopmentinLanguageTeachingbyJackC.Richards Teachers’NarrativeInquiryasProfessionalDevelopmentbyKarenE. JohnsonandPaulaR.Golombek APracticuminTESOL:ProfessionalDevelopmentThroughTeaching PracticebyGrahamCrookes SecondLanguageWritingbyKenHyland SecondLanguageListening:TheoryandPracticebyJohnFlowerdew andLindsayMiller ii P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 Second Language Listening Theory and Practice John Flowerdew CityUniversityofHongKong Lindsay Miller CityUniversityofHongKong iii P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 CAMBRIDGEUNIVERSITYPRESS Cambridge,NewYork,Melbourne,Madrid,CapeTown,Singapore,Sa˜oPaulo CambridgeUniversityPress 40West20thStreet,NewYork,NY10011-4211,USA www.cambridge.org Informationonthistitle:www.cambridge.org/9780521781350 (cid:1)C JohnFlowerdewandLindsayMiller2005 Thisbookisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithout thewrittenpermissionofCambridgeUniversityPress. Firstpublished2005 PrintedintheUnitedStatesofAmerica AcatalogrecordforthisbookisavailablefromtheBritishLibrary. LibraryofCongressCataloginginPublicationData Flowerdew,John,1951– Secondlanguagelistening:theoryandpractice/JohnFlowerdew,LindsayMiller. p. cm.–(Cambridgelanguageeducation) Includesbibliographicalreferencesandindex. ISBN0-521-78135-3–ISBN0-521-78647-9(pbk.) 1.Languageandlanguages–Studyandteaching. 2.Listening–Studyandteaching. I.Miller,Lindsay II.Title. III.Series. P53.47.F58 2005 418(cid:2).0071–dc22 2003066738 ISBN-13 978-0-521-78135-0hardback ISBN-10 0-521-78135-3hardback ISBN-13 978-0-521-78647-8paperback ISBN-10 0-521-78647-9paperback iv P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 Contents Serieseditor’spreface ix Preface xi Acknowledgments xiv Part I HISTORICAL BACKGROUND 1 1 ApproachestoLanguageTeachingandtheRoleofListening 3 Introduction 3 TheGrammar-TranslationApproach 4 TheDirect-MethodApproach 5 TheGrammarApproach 6 TheAudio-LingualApproach 8 TheDiscrete-ItemApproach 10 TheCommunicativeApproach 12 TheTask-BasedApproach 14 TheLearner-StrategyApproach 16 TheIntegratedApproach 18 Conclusion 19 Discussion 20 2 ModelsofListening 21 Introduction 21 ListeningDevelopmentintheFirstLanguage 21 SpeechRecognitionandShort-andLong-TermMemory 23 ModelsoftheListeningProcess 24 SecondLanguageListeners 27 Conclusion 28 Discussion 29 v P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 vi Contents 3 TypesofMeaningforListening 30 Introduction 30 TypesofMeaning 30 Conclusion 46 Discussion 46 4 TheNatureofSpokenLanguage 47 Introduction 47 SpeechVersusWriting 48 ConversationalListening 52 Conclusion 59 Discussion 59 Appendix 59 5 LearningStylesandListeningStrategies 62 Introduction 62 GeneralLearningStyles 62 LearningStrategies 65 EffectiveandIneffectiveListeningStrategies 69 ListeningStrategiesintheClassroom 72 AStrategy-BasedApproachtoTeachingListening 72 Conclusion 80 Discussion 82 Part II A PEDAGOGICAL MODEL AND ITS APPLICATION 83 6 APedagogicalModelforSecondLanguageListening 85 Introduction 85 DimensionsofListening 87 AListeningDimensionsEvaluationChecklist 96 Conclusion 97 Discussion 97 7 MaterialsandthePedagogicalModelforListening 98 Introduction 98 Beginners 98 Low-Intermediate 103 Intermediate 106 P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 Contents vii Advanced 111 PreparingandPilotingListeningComprehensionMaterials 115 AnExampleofSpeciallyPreparedListeningMaterial 117 Conclusion 123 Discussion 123 8 CaseStudiesandtheirRelationtothePedagogicalModel 124 Introduction 124 CaseStudy1–YoungLearners 125 CaseStudy2–UsingTechnologytoImproveListening 129 CaseStudy3–AcademicListening 137 CaseStudy4–Self-AccessLanguageLearning 148 CaseStudy5–AnIntensiveLanguageCourse 155 Conclusion 162 Part III KEY ISSUES IN TEACHING AND TESTING 163 9 DevelopingListeningSkillsthroughTechnology 165 Introduction 165 Radio 165 Audiotapes 167 LanguageLaboratory 171 Video 172 Computer-AssistedLanguageLearning 178 Conclusion 182 Discussion 183 10 TheRoleofQuestionsintheTeachingofListening 184 Introduction 184 ModelsforIntegratingQuestionswhileTeachingListening 184 QuestionTypes 186 QuestionsandthePedagogicalModel 194 Conclusion 196 Discussion 196 11 TestingListening 198 Introduction 198 WhattoTest 202 P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 viii Contents HowtoTest 203 WhattoMeasure 206 HowtoAssessListening 208 Conclusion 209 Discussion 209 Appendix:ConcludingQuestionsforReflection 211 References 213 Index 221 P1:JZP 0521781353agg.xml CY347/Flowerdew 0521781353 April7,2005 18:39 Series editor’s preface AcquiringgoodlisteningandspeakingskillsinEnglishisthemainconcern ofmanysecondandforeignlanguagelearners,andtoday’sEnglishteacher needstobewellversedincurrentapproachestotheteachingoftheaural/oral skills.Secondlanguagelistening,relativelyignoredformanyyearswithin applied linguistics, has today come into its own. Although still somewhat neglected in second language acquisition research, listening now plays a morecentralroleinlanguageteaching.Universityentranceexams,school leaving tests, and other examinations have begun to include a listening component,anacknowledgmentthatlisteningabilityisanimportantaspect ofsecondlanguageproficiency. Thenatureoflisteningcomprehensionisalsonowbetterunderstood.Ear- lierviewsoflisteningsawitasthemasteryofdiscreteskillsormicroskills, whichformedthefocusofteachingandtesting.Askillsapproachfocused on such things as discriminating sounds in words (especially phonemic contrasts), deducing the meaning of unfamiliar words, predicting content, differentiatingbetweenfactandopinion,andnotingcontradictions,inade- quateinformation,andambiguities. Thechangedstatus oflisteninginrecentyearswaspartlypromptedby Krashen’semphasisontheroleofcomprehensionandcomprehensiblein- put in triggering language development. In the 1980s and 1990s, applied linguists also began to borrow new theoretical models of comprehension from the field of cognitive psychology. It was from this source that the distinction between bottom-up processing and top-down processing was derived–adistinctionthatledtoanawarenessoftheimportanceofback- ground knowledge and schema in comprehension. Listeners were viewed asactivelyinvolvedinconstructingmeaningbasedonexpectations,infer- ences, intentions, prior knowledge, and selective processing of the input. Listeningcametobeviewedasaninterpretiveprocess.Atthesametime,the fieldsofconversationanalysisanddiscourseanalysiswererevealingagreat dealabouttheorganizationofspokendiscourse,leadingtoarealizationthat written texts read aloud could not provide a suitable basis for developing theabilitiesneededtoprocessreal-timeauthenticdiscourse.Authenticityin ix
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