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Listening is a process involving a continuum of active processes, which are under the
control of the listener, and passive processes, which are not.
1.1 Hearing
Hearing is the primary physiological system that allows for reception and conversion
of sound waves that surround the listener. These converted electrical pulses are transmitted
through the inner ear to the auditory cortex of the brain.
But beyond thus passive conversion process, hearing is the sense that is often identified with
our experience of participating in events. Haering unlike our other sense, has unique
observational and monitoring characterisristics that can be equated with perception of life’s
rhytms, with the real time tempo of human interaction, and with the feel of human contact
and communication.
How then is hearing different from listening? The terms hearing and listening are often used
interchangeably, but there are important differences between them, although both hearing and
listening involve sound perception, the difference in terms reflects a degree of intention.
1.2 Consciousness
1.3 Attention
1. Perceiving speech
2. Recognising words
2. L1 contextualised input
3. L1 cognitive restructuring
Some methodologist will challenge this view, calming that language leraning is unique
and requires unique teaching methodologies. Indeed, over the past century, a number of very
specific language-teaching methodologies have emerged, including Total Physical Response,
Suggestopedia. The principles that can be derived from these theories provide ways to
achieve greater balance of the four approaches to teaching listening we outlined: receptive,
constructive, responsive and transformative.
4. Modes of learning
6. Anchored instruction
7. Course structures
8. Spiral learning
9. Elaborative sequencing
This section outlines some key influences on the teaching of listening that are derived
directly from language acquisting research.
2. Input hypothesis
3. Interaction hypothesis
4. Procedural hypothesis
6. Processability hypothesis
Instructional design
1. Intensive listening
Intensive listening refers to listening for precise sounds, words, phrases, grammatical units
and pragmatic units. Although listening intensively is no ogten called for in everyday
situations, the ability to listen intensively whenever required is an essential component of
listening proficiency.
2. Selective listening
Selective listening tasks encourage learners to approach genuine spoken texts by adopting a
strategy of focusing of specific information rather than trying to understand and recall
everything. Reconstruction of the spoken material based on selective listening tasks can help
students link selective listening to global listening.