"Listening to Spoken English" is a pretty theoretical introduction to different aspects of spoken English and the task of teaching listening to it. The book has chapters on segments, syllables and words, intonation, rhythm, paralinguistics and more. It is reasonably heavy on the theory, with only one chapter explicitly focused on the task of teaching itself.
This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.
Teaching and Researching: Listening provides an up-to-date summary of teaching and researching listening to meet the changing needs of language and linguistics students, teachers and researchers. Firstly discussing the history, context and background to listening, it then looks at key questions which can be addressed through research and provides practical ideas for linking research issues to actual teaching practice. Michael Rost treats listening in language learning as a distinct field of inquiry, arguing that that the traditional way of including listening as part of oral language or communication studies does not give the topic adequate treatment.Teaching and Researching: Listening provides a thorough and practical treatment of both the linguistic and the pragmatic processes that are involved in oral language use from the perspective of the listener.. Through understanding the interaction between these processes, language educators and researchers can develop more insightful, valid and effective ways of teaching and researching listening. The inclusion of a broad range of ideas and practical tools for the construction of teaching and research models will engage and inform all those investigating communicative language use. Written in a highly accessible style, Teaching and Researching: Listening has a variety of learning aids and teaching resources: -definitions of key concepts in psycholinguistics -concept boxes allowing readers to review key ideas -quotes from leading figures in applied linguistics - categorisation of instructional concepts related to oral language teaching - analysis of testing practices - a range of realistic research projects, including procedural guidelines . Michael Rost is a lecturer at the University of California, Berkeley. He has been active in language teaching, program administration, and teacher training around the world for over 20 years; and has worked as a language consultant with several international associations including Save the Children Foundation, the Foreign Ministry in Japan and the Annenberg Foundation in Washington.
"Soundtracks" provides authentic listening material for upper intermediate advanced learners and covers a wide range of subjects, styles and speakers. The material consists of 15 units with accompanying cassette plus a full introduction, tape transcripts and answer key with explanatory notes. "Soundtracks" should provide useful practice for students preparing for the listening tests of the Cambridge First Certificate and Proficiency Examinations in English. It can be used in classrooms or for self-study. "Soundtracks" aims to encourage students to: develop a sound approach to listening; improve skills in extensive and intensive listening; study language in use and react to interesting and entertaining content. For teachers "Soundtracks" offers material for well-balanced lessons, a supplement for a main course and a rationale for teaching listening skills.
Cambridge Skills for Fluency is a learner-centred range of materials designed specifically to develop students' fluency and confidence in listening, speaking, reading and writing. They are at four levels from pre-intermediate through to advanced and are suitable for use as supplementary texts or as core texts on skills development courses. Each part in the Cambridge Skills for Fluency series: * promotes fluency by presenting a wide variety of both old and new topics in creative and imaginative ways * genuinely engages students' interest and encourages them to share personal reactions and opinions fluently * focuses on a particular skill but the other skills are integrated in a way that reflects real life use of language * contains twenty units designed to take about an hour of class time, a detailed contents map and brief teaching notes.
A pre-intermediate text which uses naturalistic languge and includes plenty of redundancy and repetition to help students learn to listen to longer texts. There is a strong focus on listening for pleasure and on the media in general. Tasks develop listening for gist and specific details.