Includes bibliographical references and index.

"Teaching and Researching Listening provides a focused, state-of-the-art treatment of the linguistic, psycholinguistic and pragmatic processes that are involved in oral language use, and shows how these processes influence listening in a range of practical contexts. Through understanding the interaction between these processes, language educators and researchers can develop more robust research methods and more effective classroom language teaching approaches." (Book Cover)

TABLE OF CONTENTS:

General Editors' Preface

Preface

Acknowledgements

Publisher's Acknowledgements

Section Introduction: Perspectives on listening

Section I Defining listening

1. Neurological processing 1.1 Hearing
1.2 Consciousness
1.3 Attention
1.4 Individual differences in neurological processes

2 Linguistic processing
2.1 Perceiving speech
2.2 Identifying units of spoken language
2.3 Using prosodic features in processing speech
2.4 Recognising words
2.5 Employing phonotactic knowledge
2.6 Utilising syntactic parsing
2.7 Integrating non-verbal cues into linguistic processing

3. Semantic processing
3.1 Comprehension: the role of knowledge structures
3.2 Cognitive understanding: the role of schemata
3.3 Social understanding: the role of common ground
3.4 The role of inference in constructing meaning
3.5 Listener enrichment of input
3.6 Problem-solving during comprehension
3.7 Reasoning during comprehension
3.8 Compensatory strategies during comprehension
3.9 Memory building during comprehension
3.10 Comprehension and learning

4. Pragmatic processing 4.1 Listening from a pragmatic perspective
4.2 Inferring speaker intention
4.3 Detecting deception
4.4 Enriching speaker meaning
4.5 Invoking social expectations
4.6 Adjusting affective involvement
4.7 Formulating responses
4.8 Connecting with the speaker

5 Automatic processing 5.1 Goals of automatic processing 5.2 Linguistic processing 5.3 Semantic processing
5.4 Pragmatic processing

6. Listening in language acquisition 6.1 Listening in L1 acquisition: development of linguistic processing
6.2 Listening in L1 acquisition: development of semantic processing
6.3 Listening in L1 acquisition: development of pragmatic processing
6.4 Listening in L2 acquisition: development of linguistic processing
6.5 Listening in L2 acquisition: development of semantic processing
6.6 Listening in L2 acquisition: development of pragmatic processing

Section II Teaching listening

7. Approaches to teaching listening 7.1 Contexts for teaching listening
7.2 SLA research and language pedagogy

8. Input and interaction 8.1 Relevance
8.2 Genres
8.3 Authenticity
8.4 Vocabulary
8.5 Difficulty
8.6 Simplification
8.7 Restructuring
8.8 Interaction
8.9 Strategies

9. Instructional design
9.1 Designing instruction to include a range of listening types
9.2 Intensive listening
9.3 Selective listening
9.4 Interactive listening
9.5 Extensive listening
9.6 Responsive listening
9.7 Autonomous listening

10. Listening assessment 10.1 Defining the social and educational context for assessment
10.2 Developing criteria and constructs
10.3 Formulating a model of listening for assessment
10.4 Creating forms of assessment
10.5 Adjusting factors that influence test performance
10.6 Listener preparation for listening tests
10.7 Assessing listening proficiency in oral interview tests
10.8 Describing listening proficiency

Section III Researching listening

11. Sociolinguistic orientations 11.1 Listener perspective
11.2 Listener participation
11.3 Listener response
11.4 Listeners in cross-cultural interactions

12. Psycholinguistic orientations 12.1 Listener processing
12.2 Listener memory
12.3 Listener misunderstandings
12.4 Listener strategies

13. Developmental orientations 13.1 Academic listening
13.2 Listening materials
13.3 Autonomous listening
13.4 Teacher training

Section IV Exploring listening

14. Resources for further exploration
1.4.1 Resources for teaching listening
1.4.2 Resources for researching listening

Glossary

References

Index