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Listening comprehension: teaching or testing?
Susan Sheerin is Director of Studies at the Bell School, Cambridge. She began her career as a Modern Languages teacher before entering the EFL profession ten years ago. She has taught ESP (particularly medical English) and EAP, and has run in-service training courses for native and non-native teachers of English in Stockholm, Vienna, and Paris as well as in Britain. From 1982 to 1986 she was Materials Co-ordinator at the Colchester English Study Centre, during which time she developed, with colleagues, a computerized retrieval system for teaching material. She has an RSA Diploma and an MA in Applied Linguistics.
Listening comprehension lessons are all too often a series of listening tests in which tapes are played, comprehension exercises are attempted by the learners, and feedback is given in the form of the ‘right’ answer. In lessons such as this, listening is not being taught but tested. This article will consider what procedures may be involved in actually teaching effective listening–procedures such as the provision of adequate preparation, adequate support and appropriate listening tasks, together with positive feedback, error analysis, and remedial action.
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