Includes bibliographical references (p. 353-359) and index.

"This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. It critically examines the practices and assumptions associated with this approach and suggests ways of revising them.

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." (Book Cover)

CONTENTS

Acknowledgements

Introduction

PART I BACKGROUND

1. Listening then and now

2. The comprehension approach: pluses and minuses

PART II RETHINKING THE COMPREHENSION APPROACH

3. Listening and the learner

4. Types of listening

PART III PROCESS, NOT PRODUCT

5. A diagnostic approach to L2 listening

6. Dividing listening into its components

7. A process approach

PART IV A PROCESS VIEW OF LISTENING

8. Input and context

9. Decoding and the inconsistent signal

10. Decoding: sounds, syllables and words

11. Using grammar and intonation

12. Amplifying what the speaker says

13. Handling information

PART V THE CHALLENGE OF THE REAL WORLD

14. Real speech

15. Listening strategies

16. Strategy instruction in second language listening

PART VI CONCLUSION

17. Fitting it together

Appendices

Glossary of listening-related terms

References

Index

"This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. It critically examines the practices and assumptions associated with this approach, and suggests ways of revising them." "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." --Book Jacket.