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Intensive and Extensive Listening Strategies

The document discusses strategies for intensive listening activities. It recommends focusing on both bottom-up and top-down listening skills by having students zero in on segments of text to better understand details after developing global comprehension. Intensive listening activities can target goals like understanding segments, transcribing words, or analyzing grammar structures. They can be done in or out of class. Lower-level classes benefit from global comprehension activities in class followed by intensive listening homework.

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Sharifah Al-Kharead
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305 views2 pages

Intensive and Extensive Listening Strategies

The document discusses strategies for intensive listening activities. It recommends focusing on both bottom-up and top-down listening skills by having students zero in on segments of text to better understand details after developing global comprehension. Intensive listening activities can target goals like understanding segments, transcribing words, or analyzing grammar structures. They can be done in or out of class. Lower-level classes benefit from global comprehension activities in class followed by intensive listening homework.

Uploaded by

Sharifah Al-Kharead
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Listening Strategies Intensive Listening

When designing listening activities keep in mind that, in addition to global comprehension, we need to focus our attention on intensive listening. This is crucial to help students develop effective listening strategies and build bottom-up listening skills, in addition to the top-down skills that are emphasized in global listening activities. Intensive listening involves zeroing in on particular segments of the text, and this should come only after the students have developed global comprehension of the text. Intensive listening may target different goals such as

getting more detailed understanding of some segments of the text, transcribing certain segments in the text, guessing the meaning of a word or phrase from context, looking at certain grammatical structures in the text to see how they can aid comprehension, etc.

Intensive listening activities can be done in class or in the lab or can be given as homework assignments. At the lower levels of instruction, consider doing global comprehension activities in class to work on strategies and utilize group work, and assign the intensive listening part for homework.

Post-Listening
A post-listening activity represents a follow up to the listening activity and aims to utilize the knowledge gained from listening for the development of other skills such as speaking or writing. If we have listened to a TV program presenting a certain point of view regarding health care, for example, we can ask the students to do some research and identify some opposing views to present them in class. Alternatively, we may want to engage the students in a discussion of the merits of the views that were expressed in the listening segment. Like post-reading activities, post-listening activities allow for recycling and further activation of vocabulary and structures as long as they are interesting and engaging and are carefully thought out.

Pre-Listening
A well-designed listening activity should be broken down into carefully sequenced "phases" that build on each other. The initial pre-listening phase should prepare students by helping them activate their background knowledge and clarify their expectations and assumptions about the text. An ideal pre-listening task is one in which the teacher, through carefully constructed questions, helps the students to activate the background information and language components needed to comprehend the text without "giving" this information to the students.

Intensive vs extensive listening Extensive listening is when a learner listens to several different recordings on the same topic. In this study, students listened to five different audio recordings one time each. Repeated listening is when a learner listens to the same recording repeatedly. In the study, students

listened to the same recording five times. The researchers in the study found that:

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