Download Teaching and learning second language listening : by Larry Vandergrift PDF

By Larry Vandergrift

This reader-friendly textual content, firmly grounded in listening theories and supported via contemporary examine findings, bargains a finished remedy of options and data regarding instructing moment language (L2) listening, with a selected emphasis on metacognition.

The metacognitive strategy, geared toward constructing learner listening in a holistic demeanour, is exclusive and groundbreaking. The ebook is targeted at the language learner all through; all theoretical views, learn insights, and pedagogical rules within the publication are provided and mentioned with regards to the learner.

The pedagogical model─a blend of the tried-and-tested series of listening classes and actions that convey newbies easy methods to turn on methods of expert listeners ─ offers lecturers with a valid framework for college kids’ L2 listening improvement to ensue in and out the school room. The textual content comprises many sensible rules for listening initiatives which were used effectively in a variety of language studying contexts.

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Additional resources for Teaching and learning second language listening : metacognition in action

Sample text

She also thinks that she heard the word for “win” but she’s not sure about that. In the next segment, A Model of Listening Comprehension 37 she confirms the idea of winning something related to skiing. In her second listen to the entire text, Nina confirms her understanding of “news” and “winning a draw,” and comments again on the surprise and excitement she hears in the woman’s voice. 1 Pre-reading Reflection 1. Describe the difference in approach to comprehension between the two listeners. 2.

Over the last five decades, listening has slowly become more important in the language curriculum, and more time and attention have been allocated to it. While this is a vast improvement from the time when listening was merely exploited to further other pedagogical goals, the time has come for language educators to rethink how they teach listening. This chapter has outlined why learners need a more comprehensive approach to learning to listen. Developments in teaching methodologies over the last five decades have addressed some earlier weaknesses but there are still some gaps and limitations that need attention.

Listeners gradually build meaning from phonemes to words to increasingly larger units of meaning (full sentences and larger chunks of discourse). This component of listening, seen as a decoding process, assumes that the comprehension process begins with information in the sound stream, with minimal contribution of information from the listener’s prior knowledge of the world. Listeners draw primarily on linguistic knowledge, which includes phonological knowledge (phonemes, stress, intonation, and other sound adjustments made by speakers to facilitate speech production), lexical knowledge, and syntactic knowledge (grammar) of the target language.

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