Teaching Second Language Listening

Teaching Second Language Listening

A guide to evaluating, adapting, and creating tasks for listening in the language classroom.

Format: Paperback

Based on research findings, classroom discourse, and learners' insights, this guide explains listening processes and how to integrate listening with other skills.

  • ISBN: 978-0-19-442334-2

How can we use our understanding of the process of listening to help our students to become better listeners? How can we be sure that the listening tasks we use are worthwhile?

In Teaching Second Language Listening, Tony Lynch uses listening lesson transcripts and sample listening activities to set out the principles of successful listening teaching. He ties this in with an up-to-date survey of listening research.

Key features

  • Explains listening processes and the characteristics of spoken language
  • Focuses on practical task design, using authentic listening texts
  • Shows how to integrate listening with other skills
  • Emphasizes the importance of visual information and input in second language listening
  • Discusses the potential role of new media, such as the Internet
  • Includes listening resources that learners can use independently, as well as in a classroom setting

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Very many second language learners find that listening is the most difficult skill to master. Teaching Second Language Listening explains why this is the case and gives practical advice on how to help learners improve their listening skills. This advice is based on the author's long experience as a language learner, teacher, teacher trainer, and researcher. It is rooted in classroom observation and experience, as well as current research into listening.

Teaching Second Language Listening is organized into four parts:

Part One ('Background Issues') analyzes typical listening behaviour, listening media (CD/DVD, Internet, MP3), and the characteristics of spoken language.

Part Two ('Listening Processes') reviews theoretical explanations of the process of listening, and explains how the findings of experimental and classroom research might influence listening activities.

Part Three ('Teaching Second Language Listening') discusses practical implications for designing and choosing classroom listening activities.

Part Four ('Learning Second Language Listening') looks at the process from the learner's perspective. It sets out what features need to be included in listening materials designed for self-study and recommends resources and techniques for work done outside the classroom.