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Teaching and Researching Listening Michael Rost Michael Rost Listening and Researching Teaching Teaching and Researching Listening Michael Rost Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Candlin & David R. Hall Michael Rost is author of a number of influential books and articles in the field of oral language development and Edited by Christopher N. Candlin & David R. Hall Applied Linguistics in Action Series 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. Teaching and Researching Listening provides a In this fully revised and updated second edition, the focused, state-of-the-art treatment of the linguistic, book: psycholinguistic and pragmatic processes that are • examines a full range of teaching methods and involved in oral language use, and shows how these research initiatives related to listening • gives definitions of key concepts in neurolinguistics processes influence listening in a range of practical contexts. Through understanding the interaction and psycholinguistics between these processes, language educators and • provides a clear agenda for implementing listening researchers can develop more robust research strategies and designing tests methods and more effective classroom language • offers an abundance of resources for immediate use teaching approaches. 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. Cover image © Getty Images www.pearson-books.com CVR_ROST5075_02_SE_CVR.indd 1 11/11/2010 12:59 Teaching and Researching Listening APPLIED LINGUISTICS IN ACTION General Editors: Christopher N. Candlin and David R. Hall Books published and forthcoming in this series include: Teaching and Researching Computer-assisted Language Learning Ken Beatty Teaching and Researching Autonomy in Language Learning Philip Benson Teaching and Researching Motivation Zoltán Dörnyei and Ema Ushioda Teaching and Researching Reading William Grabe and Fredricka L. Stoller Teaching and Researching Lexicography R. K. K. Hartmann Teaching and Researching Translation Basil Hatim Teaching and Researching Speaking Rebecca Hughes Teaching and Researching Writing Ken Hyland Teaching and Researching Language and Culture Joan Kelly Hall Teaching and Researching Language Learning Strategies Rebecca Oxford Teaching and Researching Listening Michael Rost Teaching and Researching Listening Second edition Michael Rost Pearson Education Limited Edinburgh Gate Harlow CM20 2JE United Kingdom Telephone: +44 (0)1279 623623 Fax: +44 (0)1279 431059 Website: www.pearsoned.co.uk First edition published in Great Britain 2002 Second edition published 2011 © Pearson Education Limited 2002, 2011 The right of Michael Rost to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. Pearson Education is not responsible for the content of third-party internet sites. ISBN: 978-1-4082-0507-5 British Library Cataloguing in Publication Data A CIP catalogue record for this book can be obtained from the British Library Library of Congress Cataloging in Publication Data Rost, Michael, 1952– Teaching and researching listening / Michael Rost. – 2nd ed. p. cm. – (Applied linguistics in action) Includes bibliographical references and index. ISBN 978-1-4082-0507-5 (pbk.) 1. Listening–Study and teaching. 2. Listening–Research. 3. Applied linguistics–Research. I. Title. P95.46.R67 2011 418.0071–dc22 2010040858 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without either the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers. 10987654321 15 14 13 12 11 Typeset in 10.5/12pt Janson by Graphicraft Limited, Hong Kong Printed and bound in Malaysia, CTP-KHL Contents General Editors’ Preface ix Preface xi Acknowledgements xii Publisher’s Acknowledgements xiv Section Introduction: Perspectives on listening 1 Section I 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 3.2 Cognitive understanding: the role of schemata 57 v vi CONTENTS 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 CONTENTS vii 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 viii CONTENTS 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 Glossary 311 References 349 Index 397 General Editors’ Preface Applied Linguistics in Action, as its name suggests, is a series which focuses on the issues and challenges to teachers and researchers in a range of fields in Applied Linguistics and provides readers and users with the tools they need to carry out their own practice-related research. The books in the series provide the reader with clear, up-to-date, accessible and authoritative accounts of their chosen field within applied linguistics. Starting from a map of the landscape of the field, each book provides information on its main ideas and concepts, competing issues and unsolved questions. From there, readers can explore a range of practical applications of research into those issues and questions, and then take up the challenge of undertaking their own research, guided by the detailed and explicit research guides provided. Finally, each book has a section which provides a rich array of resources, information sources and further reading, as well as a key to the principal
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