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Types of Classroom Listening Performance

There are hundreds of possible techniques available for teaching listening skills, but it will be helpful for you to think in terms of several listening performance.
Sometimes these types of performance are embedded in a broader technique or task, and sometimes they are themselves the sum total of the activity of a technique. The types Brown (2007) mentions are:

. communicative purpose. • The role of the listener is merely a “tape recorder” (Nunan. • It involves a minor aspect of an interactive.• Learners simply listen to the surface structure of an utterance for the purpose of repeating it back to you. • It requires little meaningful processing. 1991).

intonation. such as intonation. discourse markers. etc. to a final message) Examples: • Students listen for cues in choral/individual drills.. stress. • Students listen and notice a specific element. • Teacher repeats a word/sentence several times to “imprint” it in the student’s mind. etc. words. a grammatical structure.• Focused on components: phonemes. etc. • It requires bottom-up skills (processing proceed from sounds to words to grammatical relationships to lexical meanings. contraction. vv .

Tasks for assessing intensive listening: • • • • Distinguishing phonemic pairs (grass-glass. leave-live) Distinguishing morphological pairs (miss-missed) Distinguishing stress patterns (I can go. I am Taiwanese) • Repetition (student repeats a word) . I can’t go) Phrase recognition (I come from Taiwan.

”) • Seeking clarification (“What was the word you said?”) • Checking comprehension (“How many people were in the elevator when the power went out?”) .Students’ task is to process the teacher talk/audio immediately and to fashion an appropriate reply. Tasks for assessing responsive listening: • Asking questions (“How are you today?” “What did you do last night?”) • Giving commands (“Take a sheet of paper and pencil.

• Students scan the material selectively (usually in longer stretches of discourse) for certain information. Type of material used: • • • • Speeches Media broadcasts Stories and anecdotes Long conversations . • Students need to be able to find important information in a field of potentially distracting information.

context. situation. • Main ideas or conclusion Tasks for assessing selective listening: • Listening cloze (Ss fill in the blanks) • Verbal information transfer (Ss give multiple choice verbal response) • Picture-cued information transfer (Ss chose a picture) • Chart completion (Ss fill in a grid) • Sentence repetition (Ss repeat stimulus sentence) .You can ask students to listen for: • People’s names • Dates • Certain facts or events • Location. etc.

g. note taking and/or discussion) .It aims to develop a top-down (concerned of the activation of schemata. with global understanding) Type of material used: • Speeches • Media broadcasts • Stories and anecdotes • Long conversations It may require the student to invoke other interactive skills (e..

summarize.) • Interpretive tasks (Ss hear a poem – interpret meaning) • Stories narrative (Ss retell the story) . etc.Tasks for assessing selective listening: • Dictation (Ss listen (usually 3 times) and write a paragraph • Dialogue (Ss hear diologue – multiple choice comprehension questions) • Lecture (Ss take notes. list main points.

• It can include all five types as the learner participates in discussions. conversations. role plays and other pair or group work. debates. • It must be integrated with speaking (and perhaps other) skills in the authentic give and take of communication interchange. .

. . • Brown. (2007) Teaching by Principles. G. Pearson. An Interactive Approach to Language Pedagogy. D. (2001) Assessing Listening.• Buck. Cambridge University Press. Cambridge Language Assessment. San Francisco State University.