context. The sounds which make up words can change and, in some cases,
even disappear, according to the context of pronunciation, and these changes
are intimately linked to the rhythm of the utterance.
10 Let learners listen to recordings of themselves. This can be a valuable
awareness raising strategy; they may well hear features of their
pronunciation that they simply do not have time to notice when actually
speaking. As a result, they may be able to work on weak areas consciously.15 Teaching listening
Processing language in real time brings special demands for language learners.
Unable to look at the language again, or to use aids such as dictionaries, they can
become completely lost in a text that they would probably follow if it was
presented in written form. Listening work in the classroom is intended to give
learners practice at understanding spoken language, and also to help to develop
strategies to make up for what they do not manage to understand. The following
suggestions should help you to make the most of listening activities.
1 Give as much exposure as you can. Particularly exposure to spontaneous
spoken speech, because this is what your learners will hear most of in an
English speaking environment. You can provide a lot of this exposure
yourself by the way you talk in class. Find a moment to tell a story or an
anecdote, or to describe something without choosing your words too
carefully. This slightly more ‘social’ talk, perhaps outside the main structure
of the lesson, can approximate more closely to the non-classroom speech
learners are aiming to understand.
2 Do your classroom management in English. This provides another
opportunity for your learners to hear semi-planned or sometimes spontaneous
speech. They will be well-motivated to listen to what you say, and the
context of the classroom will make understanding easier. Learners often get
a lot of satisfaction from the idea that the class conducts its business in
English, and that they can understand and participate in this.
3 Use audio and video recordings. These bring essential variety to the class,
and considerably enrich the exposure that is possible. Give your learners
practice at getting the basic meaning of a text with just one hearing—this,
after all, is the situation they will face outside. Hearing a recording through
also gives them a chance to listen without doing any thing else, which can
make a pleasant change.
4 Provide a context for any recording you use. A context makes listening
and understanding much easier; learners will know what sort of thing to
expect. It also approximates better to listening outside; in everyday life, we
rarely listen to anything ‘cold’, without any idea of what it will be about.30 LANGUAGE WORK IN THE CLASSROOM