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

Teaching bottom-up processing
Learners need a large vocabulary and a good working knowledge of sentence structure to process texts bottom-up. Exercises that develop bottom-up processing help the learner to do such things as the following:

• Retain input while it is being processed
• Recognize word and clause divisions
• Recognize key words
• Recognize key transitions in a discourse

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[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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