Teaching and researching listening / Michael Rost.

Format:

Book

Author/Creator:

Rost, Michael, 1952-

Contributor:

Kathryn Faul and Joseph A. Wallace Fund.

Series:

Applied linguistics in action

Language:

English

Subjects (All):

Listening--Study and teaching.

Listening.

Listening--Research.

Applied linguistics--Research.

Applied linguistics.

Physical Description:

xiv, 407 pages : illustrations ; 24 cm.

Edition:

Second edition.

Place of Publication:

Harlow ; New York : Longman/Pearson, 2011.

Summary:

Teaching and Researching Listening provides a focused, state-of-the-art treatment of the linguistic, psycholinguistic and pragmatic processes that are involved in oral language use, and shows how these processes influence listening in a range of practical contexts. Through understanding the interaction between these processes, language educators and researchers can develop more robust research methods and more effective classroom language teaching approaches.

In this fully revised and updated second edition, the book:

examines a full range of teaching methods and research initiatives related to listening

gives definitions of key concepts in neurolinguistics and psycholinguistics

provides a clear agenda for implementing listening strategies and designing tests

offers an abundance of resources for immediate use in teaching and research

Featuring insightful quotes and concept boxes, chapter overviews and summaries to guide the reader, Teaching and Researching Listening will engage and inform teachers, teacher trainers and researchers investigating communicative language use. Book jacket.

Contents:

Section 1 Defining listening 7

1 Neurological processing 11

1.1 Hearing 11

1.2 Consciousness 17

1.3 Attention 18

1.4 Individual differences in neurological processes 22

2 Linguistic processing 25

2.1 Perceiving speech 25

2.2 Identifying units of spoken language 27

2.3 Using prosodic features in processing speech 30

2.4 Recognising words 34

2.5 Employing phonotactic knowledge 39

2.6 Utilising syntactic parsing 45

2.7 Integrating non-verbal cues into linguistic processing 50

3 Semantic processing 53

3.1 Comprehension: the role of knowledge structures 53

3.1 Cognitive understanding: the role of schemata 57

3.3 Social understanding: the role of common ground 60

3.4 The role of inference in constructing meaning 61

3.5 Listener enrichment of input 62

3.6 Problem-solving during comprehension 63

3.7 Reasoning during comprehension 66

3.8 Compensatory strategies during comprehension 70

3.9 Memory building during comprehension 72

3.10 Comprehension and learning 73

4 Pragmatic processing 77

4.1 Listening from a pragmatic perspective 77

4.2 Inferring speaker intention 79

4.3 Detecting deception 84

4.4 Enriching speaker meaning 85

4.5 Invoking social expectations 86

4.6 Adjusting affective involvement 88

4.7 Formulating responses 91

4.8 Connecting with the speaker 95

5 Automatic processing 99

5.1 Goals of automatic processing 99

5.2 Linguistic processing 102

5.3 Semantic processing 109

5.4 Pragmatic processing 113

6 Listening in language acquisition 117

6.1 Listening in L1 acquisition: development of linguistic processing 117

6.2 Listening in L1 acquisition: development of semantic processing 124

6.3 Listening in L1 acquisition: development of pragmatic processing 127

6.4 Listening in L2 acquisition: development of linguistic processing 130

6.5 Listening in L2 acquisition: development of semantic processing 136

6.6 Listening in L2 acquisition: development of pragmatic processing 138

Section II Teaching listening 143

7 Approaches to teaching listening 146

7.1 Contexts for teaching listening 146

7.2 SLA research and language pedagogy 150

8 Input and interaction 160

8.1 Relevance 161

8.2 Genres 162

8.3 Authenticity 165

8.4 Vocabulary 168

8.5 Difficulty 170

8.6 Simplification 172

8.7 Restructuring 174

8.8 Interaction 174

8.9 Strategies 177

9 Instructional design 182

9.1 Designing instruction to include a range of listening types 183

9.2 Intensive listening 184

9.3 Selective listening 186

9.4 Interactive listening 190

9.5 Extensive listening 193

9.6 Responsive listening 197

9.7 Autonomous listening 200

10 Listening assessment 204

10.1 Defining the social and educational context for assessment 204

10.2 Developing criteria and constructs 207

10.3 Formulating a model of listening for assessment 212

10.4 Creating forms of assessment 214

10.5 Adjusting factors that influence test performance 218

10.6 Listener preparation for listening tests 221

10.7 Assessing listening proficiency in oral interview tests 224

10.8 Describing listening proficiency 226

Section III Researching listening 231

11 Sociolinguistic orientations 235

11.1 Listener perspective 235

11.2 Listener participation 242

11.3 Listener response 247

11.4 Listeners in cross-cultural interactions 252

12 Psycholinguistic orientations 257

12.1 Listener processing 257

12.2 Listener memory 261

12.3 Listener misunderstandings 266

12.4 Listener strategies 272

13 Developmental orientations 277

13.1 Academic listening 277

13.2 Listening materials 281

13.3 Autonomous listening 284

13.4 Teacher training 288

Section IV Exploring listening 293

14 Resources for further exploration 295

14.1 Resources for teaching listening 295

14.2 Resources for researching listening 300.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the Kathryn Faul and Joseph A. Wallace Fund.

ISBN:

9781408205075

1408205076

OCLC:

667213215