Goal 4: yes, this is the main focus of this kind of lesson Goal 3: this will definitely be happening Goal 2: not the key focus, but you might play some extracts more times Goal 5: no, though the written task will probably naturally focus on the prominent words Goal 3: minimal, though you might pre-teach some items, or answer some questions related to the comprehension questions Goal 2: not really, though it might if you work with a transcript Goal one – only if the tasks are achievable Hearing a stream of speech, identifying the words, and attaching meaning to them. Learners can work in groups to do this too.ģ. This is what John Field talked about a lot.
You’re not the font of all knowledge, but you are encouraging students to build meaning from what they hear. Meaning building with the teacher as facilitator. Three approaches to teaching L2 listeningĢ.
To train learners to focus on prominent words in a stream of speech. To encourage learners to work out for themselves the meaning of unfamiliar lexis. To increase learners’ lexical knowledge (aural and orthographic) – making a match between what they hear and what they know already. To increase learners’ automaticity (doing things accurately without conscious effort). Sometimes we don’t realise how tough it is for students to listen to authentic spoken English. Don’t know some of the words, but also don’t recognise the words they know when they’re in a stream of speech (when Sheila analysed random utterances from TV and radio, over 90% of the words were at B1 level). Cognitive load – you’re trying to decode, and more is still coming in. Sheila worked on defining these goals, and thinking about it from a learner perspective. Listening in the Language Classroom, Field, 2008:3 The prevailing tendency in the teaching of listening is to provide practice and more practice without clearly defined goals. Sheila got non-teaching friends to read the chapters and give feedback, so it should be accessible to anybody at any level of teaching. She has worked on producing an authentic listening methodology book ( Amazon affiliate link) Integrating authentic listening into the language classroom. 
Learners don’t get exposed to how spoken English is naturally produced.
Scripts in coursebooks have to be scripted and read by actors, so they are effectively listening to reading aloud, not natural speech. Sheila’s website is Sheila’s mission for the past 20+ years has been to convince the ELT profession of the need to expose learners to authentic spoken English.
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