Listening and Language Learning

Listening is an essential part of language learning.  Although a lack of research exists surrounding listening and its value, an increase in recent studies about listening suggests that, as in the development of first languages, the acquisition of second languages also begins with listening.

It would be wise for language teachers to devote time in their class for focused study on listening skills.  Exposing learners to dialogues, whether authentic, scripted, authentic-based, or semi-scripted, exposes them to the target language.  This exposure provides opportunity for, as Krashen called it, comprehensible input.  Through this input, learners can expect to be exposed to discourse markers, vocabulary, and target grammar.  Exposure to this input also provides for incidental vocabulary learning wherein learners may more effectively retain certain words because of their own personal interest in the topic.  All the elements of this input makes it possible for learners to add new language.

Using more listening experiences in the classroom can also have other important effects on language learners.  First, it can provide a model.  If teachers choose listening texts well, the dialogues learners listen to and process can serve as a model for their future live interactions, either inside or outside the classroom.    This modeling helps learners feel more comfortable, more likely to take risks, and gives them a base from which to copy language chunks and use them in their own personal situations.

A second way that using listening texts in the classroom improves learning and encourages learners is that it builds confidence.  By giving the learners the opportunity to listen and respond to specific authentic situations inside the classroom, the teacher reduces fear and builds courage to try out the language in situations outside the classroom.

Finally, while working with listening texts, just like writing, reading, and speaking, teachers will have the opportunity to guide learners' attention to strategies.  By directly teaching specific strategies to improve listening skills, teachers give language learners the tools they need to continue increasing their listening skills in any situation in which they are exposed to new language.

By developing learners' language, providing models for behavior, teaching strategies, and building confidence, teachers not only help students strengthen one language modality, they also help learners become more independent.

Learning Styles and Strategies: To Assess or Not to Assess?

In Module 7 of our Theory course, we have been learning about learning styles and learning strategies.

So, what is a learning style?
   A learning style is a preference or a tendency to use a particular learning pattern (or method) when learning something.

And how does one distinguish a learning style from a learning strategy?
    A learning strategy is a series of steps or behaviors employed in a specific situation to assist in the acquisition, storage, retention, recall and use of new information.

Is it valuable for students to be assessed for learning style and strategy?  Why or why not?

Yes, because....

• Students will become more aware of their own preferences and those preferences ascribed to by others, which will in turn help enable them to be better equipped as learners.  They can become more effective and efficient by experimenting with different strategies or even expand their preferences to include others and thus improve their capability to learn in different situations.
• When students' learning preferences and styles are assessed, teachers can more effectively attempt to plan learning activities that meet students' preferences and needs in a more efficient way.

But, no, because....

• Many instruments used to assess learning styles in particular have not been found to be reliable or accurate.  Great care must be taken when using them.
• Much more research about the different learning style models needs to be implemented in order to establish a more informed theory surrounding the models.
• Sometimes the styles are misused as labels and can affect learners' impressions of themselves or teachers' impressions of them.  In practice, the styles cannot yet be viewed to be entirely stable, or restrictive.  There has been some evidence that the styles are flexible and can expand and change over time and with new and varied experience. 

Although I have written more cons than pros for assessment, I do believe that a heightened awareness among learners about how they learn is a very valuable tool.  If the assessments are used with caution and explained in detail so as not to be misunderstood or misused, I believe their use can have significant positive impact on a learner's capability to improve their learning skills.