Teaching listening #1 – Listening as comprehension (Cambridge ELT Blog)

[ELTWeekly Volume 8, Issue 2 | January 11, 2016 | ISSN 0975-3036]

In this series of posts about teaching listening, I’m going to consider the subject from two different perspectives:

(1) listening as comprehension
(2) listening as acquisition

Listening as Comprehension
Listening as comprehension is the traditional way of thinking about the nature of listening. Indeed, in most methodology manuals listening and listening comprehension are synonymous. This view of listening is based on the assumption that the main function of listening in second language learning is to facilitate understanding of spoken discourse. We will examine this view of listening in some detail before considering a complementary view of listening – listening as acquisition.

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Cambridge English Webinar: Teaching young learners to paraphrase, February 9

[ELTWeekly Volume 8, Issue 2 | January 11, 2016 | ISSN 0975-3036]

About Webinar

Can you say that again (differently) please? Part of learning a language is being able to express ourselves in different ways. Paraphrasing, rephrasing, adapting to the situation. This can begin right from the start – in the Young Learners’ classroom. So let’s see how we can make it a part of our classes! (And help learners in the Cambridge Young Learners English Tests too!)
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Cambridge English Webinar: Maintaining Motivation: Engaging learners through the course, January 19

[ELTWeekly Volume 8, Issue 2 | January 11, 2016 | ISSN 0975-3036]

About Webinar

Motivated learners are more likely to engage in the learning process both inside and outside the classroom. However, it is sometimes difficult to determine exactly what it is that motivates learners. Is it their individual desire to learn, or is it the materials we use, or could it be what actually goes on in the classroom? This workshop will look at the recent history of motivation in English language teaching and then outline ways that teachers can think about motivation. We will then explore how teaching materials and real-time classroom interaction can inhibit or promote learner motivation. We will look at what aspects of the learning process teachers can most easily influence in terms of developing motivation and consider practical ways of doing this.

Co-author of Cambridge English Empower, Craig has been involved in ELT for 30 years. He is Cambridge DTEFLA qualified and also has an MA (Hons.) in Applied Linguistics.
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