Teaching and Researching: Listening: (Applied Linguistics in Action)

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 for 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.

Table of Contents:
Contents General Editors’ Preface   ix Acknowledgements   xi Preface xii Introduction: Perspectives on listening Section I Defining listening Introduction:  The nature of processing 1   Neurological processing    1.1  Hearing    1.2  Consciousness   1.3  Attention 1.4   Individual differences in neurological processes   Summary:  Organization of neurological processing 2  Linguistic processing    2.1  Perceiving speech       2.2  Identifying units of spoken language    2.3  Using prosodic features in processing speech     2.4  Recognizing words   2.5  Employing phonotactic knowledge   2.6  Utilizing syntactic parsing 2.7  Integrating non-verbal cues into linguistic processing   Summary:  Unification of linguistic processing 3   Semantic processing      3.1 Comprehension: The role of knowledge structures 3.2 Cognitive understanding: The role of schemas 3.3 Social understanding: The role of common ground 3.4 The role of inference in constructing meaning 3.5   Listener enrichment of input 3.6   Problem-solving during comprehension 3.7   Reasoning during comprehension 3.8   Compensatory strategies during comprehension 3.9   Memory building during comprehension 3.10  Comprehension and learning Summary:  Comprehension and understanding 4   Pragmatic processing   4.1  Listening from a pragmatic perspective 4.2  Inferring speaker intention 4.3  Detecting deception 4.4 Enriching speaker meaning 4.5 Invoking social expectations 4.6 Adjusting affective involvement 4.7 Formulating responses 4.8 Connecting with the speaker  Summary:  Listening as co-construction of meaning   5  Automatic processing 5.1 Goals of automatic processing 5.2  Linguistic processing   5.1.2 Syntactic processing 5.3    Semantic processing 5.4    Pragmatic processing   Summary:   Automatic processing and human language processing 6 Listening in language acquisition 6.1    Listening in L1 acquisition:  Development of linguistic  processing        6.1.1  Lexical acquisition 6.2    Listening in L1 acquisition:  Development of semantic processing     6.3    Listening in L1 acquisition:  Development of pragmatic processing  6.4    Listening in L2 acquisition:  Development of linguistic processing   6.4.1  Syntactic development   6.4.2   Lexical development 6.5    Listening in L2 acquisition:  Development of semantic processing 6.6    Listening in L2 acquisition:  Development of pragmatic processing Summary:  Comparison of L1 and L2 language acquisition   Section II Teaching listening Introduction:   The role of teaching in learning to listen   7   Approaches to teaching listening   7.1 Contexts for teaching listening    7.2 SLA research and language pedagogy    7.2.1  Affective filter hypothesis 7.2.2  Input hypothesis 7.2.3  Interaction hypothesis 7.2.4  Processability hypothesis 7.2.5  Meta-cognition hypothesis 7.2.6  Sociocultural hypothesis 7.3 Development of listening instruction  Summary: A balanced approach for teaching listening 8 Input and interaction       8.1 Relevance 8.2 Genres 8.2.1  Narrative 8.2.2  Descriptive 8.3 Authenticity 8.4  Vocabulary 8.5 Difficulty 8.6 Simplification 8.7 Restructuring 8.8  Interaction 8.9 Strategies Summary: Quantity and quality in input and interaction 9    Instructional design   9.1  Structuring learning sequences  9.2   Intensive listening 9.3   Selective listening 9.4 Interactive listening 9.5 Extensive listening 9.6 Responsive listening 9.7 Autonomous listening Summary: Fresh instructional design 10 Listening assessment      10.1    Defining the social and educational context for assessment 10.2    Developing criteria and constructs 10.3   Formulating a model of listening for assessment 10.4   Creating forms of assessment 10.5 Adjusting factors that influence test performance 10.6   Modeling listener processes during assessment 10.7    Assessing listening proficiency in oral interview tests 10.8 Describing listening proficiency Summary: Fairness in assessment   Section III Researching listening Section introduction:  Direct insight    11  Sociolinguistic orientations 11.1 Listener perspective 11.2 Listener participation 11.3 Listener response 11.4 Listeners in cross-cultural interactions Summary:  The social dimension of language   12  Psycholinguistic orientations 12.1  Listener processing  12.2  Listener memory 12.3   Listener misunderstandings   12.4   Listener strategies Summary:     Access to psycholinguistic processes   13 Developmental orientations 13.1  Academic listening 13.2 Listening materials 13.3 Autonomous listening 13.4  Teacher training Summary:      Mixed methods of research   Section IV Exploring listening 14  Resources for further exploration   14.1 Resources for teaching listening 14.1.1  Published sources 14.1.2  Internet sources 14.1.3  Online listening courses 14.1.4  Directories   14.2  Resources for researching listening 14.2.1 Research networks 14.2.2  Research tools 14.2.3  Research sources and avenues for dissemination   Summary:  Exploring, researching, teaching    Glossary References Index

About the Author :
Michael Rost is author of a number of influential books and articles in the field of oral language development and curriculum design, beginning with the classic Listening in Language Learning (1990). He is also an award-winning author and series editor of several successful language materials series and online courses. As a teacher, teacher trainer, language program director and educational consultant, he has worked with the Peace Corps in West Africa and the Save the Children Foundation in Southeast Asia.