This book combines up-to-date listening theory with case studies of actual pedagogical practice. The paperback edition combines up-to-date listening theory with case studies of actual pedagogical practice. As an essential part of communicative competence, listening is a skill, which deserves equal treatment with the other basic skills of speaking, reading, and writing. The authors describe current models of listening theory and exemplify each with a textbook task. They address the role of technology in teaching listening, questioning techniques, and testing. This text is designed for use with both pre-service and in-service teachers who are involved in the teaching of listening or the design of pedagogic materials for listening.
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This book combines up-to-date listening theory with case studies of actual pedagogical practice.
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9 of 9 people found the following review helpful:
4.0 out of 5 stars
Easily Read and Informative,
By Bu-Chan (Aotearoa) - See all my reviews
This review is from: Second Language Listening: Theory and Practice (Cambridge Language Education) (Paperback)
"Second Language Listening" is divided into 2 broad sections, the first laying down the theoretical framework and the second proposing a pedagogical model for teaching listening, based on the first section's ideas.
The first section lays out the theoretical developments in listening and the various models of listening that have held sway over the years. This section lays the foundation for the section following, which details the pedagogical model Flowerdew and Miller propose. The first section takes the reader through such topics and top-down, bottom-up and interactice processing, knowledge types utilised in listening, the skills used and so on. The second section uses this to propose an integrated listening programme. While detailed, it is not rigidly proscriptive in nature. There are chapters on using technology and other materials for helping students develop their listening skills. This book is imminently accessible and does away with lots of useless jargon that you will never use again. It is written with the classroom firmly in view and that makes it one of the most informative books I have read recently. In short, this is simply a very good book to have, giving a deeper understanding of the listening macro-skill. I recommend this book.
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First Sentence:
Traditionally, listening was not taught in language classes. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Hong Kong, Chinese New Year, Learner Focus, Teacher Learners, General Aims, Middle East, United States, Andrew Lloyd Webber, Comment Activity, Comment In Activity, Dimensions of the Model Covered, Dimensions of the Model That Appear, Saffron Walden New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Traditionally, listening was not taught in language classes. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Hong Kong, Chinese New Year, Learner Focus, Teacher Learners, General Aims, Middle East, United States, Andrew Lloyd Webber, Comment Activity, Comment In Activity, Dimensions of the Model Covered, Dimensions of the Model That Appear, Saffron Walden New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 32
books:
See all 32 books this book cites
2
books
cite this book:
- Second Language Listening: Theory and Practice (Cambridge Language Education) by John Flowerdew in Front Matter (1), Front Matter (2), and Front Matter (3)
- Tasks for Independent Language Learning by David Gardner on page 67, page 71, and page 117
- The Phantom of the Opera by Barry Leroux on page 149, and page 150
- Phantom of the Opera (Great Illustrated Classics (Abdo)) by Gaston LeRoux on page 149, and page 150
- The Phantom of the Opera: Violin by Andrew Lloyd Webber on page 149, and page 150
See all 32 books this book cites
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