aditamarezki

This book, which combines theory and practical suggestions, firstly suggests ways of adapting the comprehension approach to make it more effective and more conducive to learner autonomy, by recommending more actual listening work by learners and correspondingly less intervention by the teacher, more interaction between learners in class, and the use of independent out-of-class listening. Most classroom listening takes the form of ‘auditory scanning’, and there is a plea for greater variety, with a better alignment of materials, tasks and the types of listening they require, including more interactive listening-and-speaking, but not neglecting intensive work involving re-playing of short recorded segments. The book then goes on to offer alternatives to the comprehension approach, focusing less on product (getting the right answers) and more on the processes which expert listeners use. This involves a consideration of how listeners manage to identify words which reach their ears in forms very different from idealised citation forms, and how they construct interpretations of what they hear. If learners can learn to use the same processes and to make judicious use of compensatory strategies, they will acquire a transferable skill which will stand them in good stead after their course of study finishes.