Skip to main content
SpringerLink
Log in

Teaching L2 Listening: In and Outside the Classroom

  • Chapter
  • First Online:
English Language Teaching Today

Part of the book series: English Language Education ((ELED,volume 5))

Abstract

This chapter discusses how to teach second or foreign language listening efficiently based on an analysis of the theoretical background and empirical evidence. Firstly some spoken language features are introduced followed by an examination of the previous research on second language listening difficulties. Based on the research findings, a listening lesson designed in a three-phase teaching format is presented, namely pre-listening, while-listening and post-listening. A few activities are suggested for each phase of listening, and finally three outside class listening practice activities are recommended to help ensure the most effective development of second language listening.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    While changing the rate, it is the tempo, not the speed, that should be changed, otherwise the sound becomes strange.

References

  • Anderson, A., & Lynch, T. (1988). Listening. New York: Oxford University Press.

    Google Scholar 

  • Biber, D. (1988). Variation across speech and writing. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38, 34–38.

    Article  Google Scholar 

  • Buck, G. (1995). How to become a good listening teacher? In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 113–131). San Diego: Dominie Press.

    Google Scholar 

  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Chafe, W. L. (1985). Linguistic differences produced by differences between speaking and writing. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning: The nature and consequences of reading and writing (pp. 105–123). Cambridge: Cambridge University Press.

    Google Scholar 

  • Chang, C.-S. (2009). Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 37, 652–663.

    Article  Google Scholar 

  • Chang, C.-S., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68(1), 31–40.

    Article  Google Scholar 

  • Chang, C.-S., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91–102.

    Article  Google Scholar 

  • Chang, C.-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375–397.

    Article  Google Scholar 

  • Chang, C.-S., & Read, J. (2007). Support for foreign language listeners: Its effectiveness and limitations. RELC Journal, 38, 373–394.

    Article  Google Scholar 

  • Chang, C.-S., & Read, J. (2013). Investigating the effects of multiple-choice listening test items in the oral versus written mode on L2 listeners’ performance and perceptions. System, 41, 575–586.

    Article  Google Scholar 

  • Chiang, C. C., & Dunkel, P. (1992). The effect of speech modification, prior knowledge and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 354–374.

    Article  Google Scholar 

  • Derwing, T., & Munro, M. (2001). What speaking rates do non-native listeners prefer? Applied Linguistics, 22, 324–337.

    Article  Google Scholar 

  • Ekong, P. (1982). On the use of an indigenous model for teaching English in Nigeria. World Language English, 1(3), 87–92.

    Article  Google Scholar 

  • Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.

    Google Scholar 

  • Freedle, R., & Kostin, I. (1999). Does the text matter in a multiple-choice test of comprehension? The case for the construct validity of TOEFL’s minitalks. Language Testing, 16(1), 2–32.

    Google Scholar 

  • Goh, C. M. (1999). How much do learners know about the factors that influence their listening comprehension? Hong Kong Journal of Applied Linguistics, 4(1), 17–42.

    Google Scholar 

  • Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension. System, 28(1), 55–75.

    Article  Google Scholar 

  • Griffiths, R. (1990). Speech rate and nonnative speaker comprehension: A preliminary study in the time-benefit analysis. Language Learning, 40, 311–336.

    Article  Google Scholar 

  • Hasan, A. S. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13, 137–153.

    Article  Google Scholar 

  • Herron, C., Julia, E. B., & Cole, S. P. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79, 387–395.

    Article  Google Scholar 

  • Huang, J. (2004). Voices from Chinese students: Professors’ use of English affects academic listening. College Student Journal, 38, 212–223.

    Google Scholar 

  • Jensen, C., & Hansen, C. (1995). The effect of prior knowledge on EAP listening-test performance. Language Testing, 12(1), 99–119.

    Article  Google Scholar 

  • Jensen, E. D., & Vinther, T. (2003). Exact repetition as input enhancement in second language acquisition. Language Learning, 53, 373–428.

    Article  Google Scholar 

  • Krashen, S. D. (1981). The case for narrow reading. TESOL News, 12, 23.

    Google Scholar 

  • Krashen, S. D. (1996). The case for narrow listening. System, 24(1), 7–100.

    Article  Google Scholar 

  • Long, D. R. (1990). What you don’t know can’t help you: An exploratory study of background knowledge and second language listening comprehension. SSLA, 12(1), 65–80.

    Google Scholar 

  • Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C. (2005). Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning, 55(1), 37–69.

    Article  Google Scholar 

  • Markham, P., & Latham, M. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students. Language Learning, 37, 157–170.

    Article  Google Scholar 

  • Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context. System, 35, 293–304.

    Article  Google Scholar 

  • Miller, L. (2009). Engineering lectures in a second language: What factors facilitate students’ listening comprehension? Asian EFL Journal, 11(2), 8–30.

    Google Scholar 

  • Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

    Google Scholar 

  • Ortmeyer, C., & Boyle, P. J. (1985). The effect of accent differences on comprehension. RELC Journal, 16(1), 48–53.

    Article  Google Scholar 

  • Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1(1), 105–119.

    Article  Google Scholar 

  • Renandya, W., & Farrell, T. (2011). Teacher, the tape is too fast!: Extensive listening in ELT. ELT Journal, 65(1), 52–59.

    Article  Google Scholar 

  • Richards, J. C. (2005). Second thoughts on teaching listening. RELC, 36(1), 85–92.

    Article  Google Scholar 

  • Richards, J., & Burns, A. (2012). Tips for teaching listening: A practical approach. White Plains: Pearson Education.

    Google Scholar 

  • Rost, M. (1994). Introducing listening. London: Penguin Books.

    Google Scholar 

  • Rost, M. (2005). L2 listening. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 503–527). Mahwah: Erlbaum.

    Google Scholar 

  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403–408.

    Google Scholar 

  • Samuels, S. J. (1984). Factors influencing listening: Inside and outside the head. Theory into Practice, 23, 183–189.

    Article  Google Scholar 

  • Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40, 715–738.

    Article  Google Scholar 

  • Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179–189.

    Google Scholar 

  • Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8(1), 23–40.

    Article  Google Scholar 

  • Tauroza, S., & Allison, D. (1990). Speech rates in British English. Applied Linguistics, 11(1), 90–105.

    Article  Google Scholar 

  • Tauroza, S., & Luk, J. (1997). Accent and second language listening comprehension. RELC Journal, 28(1), 54–71.

    Article  Google Scholar 

  • van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41, 609–624.

    Article  Google Scholar 

  • Vandergrift, L., & Goh, C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.

    Google Scholar 

  • Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219–258.

    Article  Google Scholar 

  • Wolvin, A., & Coakely, C. G. (1996). Listening (5th ed.). Dubuque: Brown & Benchmark.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Applied English, Hsing Wu University, New Taipei, Taiwan

    Anna C.-S. Chang

Authors
  1. Anna C.-S. Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anna C.-S. Chang .

Editor information

Editors and Affiliations

  1. Department of English Language & Literature, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Willy A. Renandya

  2. Department of English, Politeknik Negeri Jember, Jember, Jawa Timur, Indonesia

    Handoyo Puji Widodo

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Chang, A.CS. (2016). Teaching L2 Listening: In and Outside the Classroom. In: Renandya, W., Widodo, H. (eds) English Language Teaching Today. English Language Education, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-319-38834-2_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-38834-2_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-38832-8

  • Online ISBN: 978-3-319-38834-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation