ERIC Number: ED225393
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Active Participation/Purposeful Listening in the Language Laboratory: Aspects of Theory and Practice.
SPEAQ Journal, v4 n3-4 p25-54 1980
Perspectives on and methods in second language teaching have changed rapidly during the past 10 years. So also have the role and function of the language laboratory and the laboratory instructor. One area of concern, listening, has been somewhat neglected; generally it has been taught toward the end of increasing speaking proficiency. A review of instructional materials dating from 1902 through the audiolingual materials of the 1950's and 1960's supports the observation that listening has been taught, but as a means toward the acquisition of another skill. During the past 10 years, some listening research and materials development projects have been initiated. A review of these projects highlights conditions necessary for real comprehension to occur and for the skill to be acquired in the second language class. Some features of concern to theorists, materials developers, and teachers are: (1) the importance of extensive and focused listening; (2) attention to instructional formats tailored to different phases of learning; (3) focus on a content that conveys meaning, even in early stages; (4) emphasis on genuine language and interesting communication; (5) emphasis on problem-solving and active manipulation of information; (6) verification of comprehension; and (7) an emphasis on non-threatening learning procedures so as to insure maximal learning. (AMH)
Descriptors: Language Laboratories, Learning Activities, Listening Comprehension, Literature Reviews, Material Development, Second Language Instruction, Skill Development, Speech Communication
Concordia Colloquium on Language Labs, Concordia University, 1455 de Maisonneuve West, Montreal, Quebec H3G-1M8, Canada ($15.00 for entire journal).
Publication Type: Journal Articles; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Concordia Colloquium on Language Laboratories (Montreal, Quebec, July 6-8, 1981).