Listening [electronic resource] : What's Really Going on in the Classroom? / Donna Reseigh Long.
Although listening comprehension has been identified as the first and most important foreign language skill, research has shown that little class time is devoted to developing more than very basic listening skills. Early practice in listening in a foreign language helps to develop both language skil...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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| Subjects: |
MARC
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| 100 | 1 | |a Long, Donna Reseigh. | |
| 245 | 1 | 0 | |a Listening |h [electronic resource] : |b What's Really Going on in the Classroom? / |c Donna Reseigh Long. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED267628. | ||
| 500 | |a ERIC Note: In: Second Language Acquisition: Preparing for Tomorrow. Selected Papers from the Annual Meeting of the Central States Conference on the Teaching of Foreign Languages (Milwaukee, Wisconsin, April 3-5, 1986). For report of conference, see FL 015 577. |5 ericd. | ||
| 520 | |a Although listening comprehension has been identified as the first and most important foreign language skill, research has shown that little class time is devoted to developing more than very basic listening skills. Early practice in listening in a foreign language helps to develop both language skills and confidence in communicating in the target language. The objective of instruction for listening comprehension should be to help students overcome the tendency to panic over lost portions of a message and to get the main idea. One way to increase listening effectiveness is to provide students with advance information about what they will be hearing, such as simple introductory statements, background information, key vocabulary, excerpts, and comprehension questions. Class activities can be geared toward developing listening skills when they are followed by comprehension questions. Some such activities are: presentations by the teacher or guest speakers, an audio-motor unit using a set of taped statements that the teacher and then the students pantomime, and show-and-tell and its variations. Students can also be encouraged to develop their skill by being taught appropriate ways of asking questions, especially when the input begins to become incomprehensible. Because commercially prepared materials accompanying texts do not generally address listening skills, it is the teachers' responsibility to do so. (MSE) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a Advance Organizers. |2 ericd. |
| 650 | 1 | 7 | |a Class Activities. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Materials. |2 ericd. |
| 650 | 0 | 7 | |a Language Research. |2 ericd. |
| 650 | 1 | 7 | |a Listening Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Listening Skills. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Skill Development. |2 ericd. |
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