Extensive Listening: A new approach to an old problem

Extensive Listening: A new approach to an old problem
Wm. R. Holden III

Abstract
It is often said that the best way to master something is to do it regularly for an
extended length of time. Whether one is learning to write kanji, read music, play a sport,
master a craft, or understand another language, each process demands large amountsof time and commitment. Time on task has long been recognized as one of the most
UHOLDEOHSUHGLFWRUVRIVXFFHVVLQDWWDLQLQJSURÀFLHQF\LQDVHFRQGODQJXDJH'HVSLWHWKLV
however, few Japanese English students receive either an adequate amount of classroom
LQVWUXFWLRQRUVXIÀFLHQWDPRXQWVRISUDFWLFHXVLQJWKHODQJXDJHSUDFWLFHWRGHYHORSPRUH
than rudimentary language facility. Extensive reading (ER) and extensive listening (EL)are two means of addressing this problem. I will explain how EL is able to help learners
overcome some of the barriers they face in learning a second language, examine EL for thechallenges it poses L2 learners, and provide a few guidelines for instructors who wish toincorporate extensive listening as a component of a language teaching program.

BackgroundHelping students develop listening proficiency has always been a particularly difficult
aspect of foreign language teaching, not least because listening involves of a number ofcomplex, interrelated cognitive processes which must occur simultaneously within fractionsof a second for a message to be interpreted correctly. Comprehension at a minimum relies
on correctly assigning meaning to sounds, interpreting supra-segmental features such as
stress, rhythm, and intonation to understand the speaker`s intended meaning, and useof background, situational, and linguistic knowledge. Because, however, listening is theprinciple source of foreign language input for most language learners, development oflistening as a skill and as a channel for language input is of critical importance in foreign
language instruction (Rost, 2001:103).

Giving prominence to the development of listening comprehension confers four advantages,which Gary (1975) labelled cognitive, efficiency, utility and affective. The cognitive
advantage of an emphasis on listening comprehension is that it follows a natural order of
DFTXLVLWLRQUHÁHFWLQJWKHSURFHVVRIÀUVWODQJXDJHDFTXLVLWLRQ

5HODWHGWRWKHFRJQLWLYHDGYDQWDJHLVWKHHIÀFLHQF\DGYDQWDJHODQJXDJHOHDUQLQJLVPRUH
HIÀFLHQWLIOHDUQHUVDUHQRWUHTXLUHGWRLPPHGLDWHO\SURGXFHODUJHSRUWLRQVRIWKHODQJXDJH
material to which they are exposed. This allows learners to employ short-term memory to
the task of deriving and retaining meaning. Furthermore, emphasizing the development
RI OLVWHQLQJ FRPSUHKHQVLRQLVPRUHHIÀFLHQW EHFDXVH VWXGHQWV DUH H[SRVHG WR FRQWUROOHG
“comprehensible” input from various sources. Controlled listening input provides a more
realistic and accessible model than peer/classmate speech.

The third advantage, the utility advantage, addresses the usefulness of receptive skills.
Research by Gilman and Moody, (1984:331) has demonstrated that adults spend 40-50% of
their communication time engaged in listening, 25-30% speaking, 10-15% reading and lessthan 10% writing. It seems logical to conclude from this that language learners will makemore extensive use of listening comprehension skills than of other language skills.

The fourth advantage gained from emphasizing the development of listening
comprehension is the affective, or psychological advantage. Absent the pressure of speech
production, learners are able to relax and direct their attention to comprehending speech,
developing listening skills, and internalizing vocabulary and structure that will facilitate
the emergence of other language skills. Moreover, focussing on listening promotes a senseof success, which in turn fosters motivation to continue learning (Rubin,1988:1). This isperhaps the most salient rationale for including extensive listening activities in a foreign
language program, particularly at intermediate and advanced levels.

/LVWHQLQJGXHWRLWVVRPHZKDWLGLRV\QFUDWLFQDWXUHUHPDLQVDVLJQLÀFDQWO\PRUHGLIÀFXOW
task than reading. Rather than attempting to lexically (or otherwise) grade and provide
material (as is often done in extensive reading programs), the instructor should leaveselection of appropriate material for EL to the individual learners, and recommend rather
than require material of a more appropriate level if students appear uncertain.

Extensive Listening: A new approach to an old problem

Three types of knowledge comprise listening comprehension. The first, schematic
knowledge is comprised of factual & socio-cultural background knowledge, andprocedural knowledge, or how this knowledge is used in discourse. The second, contextual
knowledge, refers to knowledge of the situation, participants, setting and purpose of thecommunication and knowledge of the co-text, i.e. what has & what may (and may not) be
said. The third source of knowledge is called systemic knowledge, and refers to the “nutsand bolts” of language and how it operates systemically, i.e. knowledge of the phono/
morphological, syntactic and semantic systems.

Authentic Material - Advantages and Disadvantages
Real-life listening is interactive, and is characterized by: a) seeking to accomplish a
SXUSRVH EDVHG RQ FHUWDLQ H[SHFWDWLRQV E  PDNLQJ LPPHGLDWH UHVSRQVHV WR ZKDW ZH
KHDU F  VHHLQJ WKH SHUVRQ ZKR LV FRPPXQLFDWLQJ G  YLVXDO RU HQYLURQPHQWDO FXHVUHLQIRUFLQJ WKH PHVVDJH H  VSRQWDQHRXV GLVFRXUVH GHOLYHUHG LQ VKRUW ´FKXQNVµ RU XQLWVRI PHDQLQJ 'HSHQGLQJ RQ WKH FKDQQHO VHWWLQJ RU SXUSRVH RI FRPPXQLFDWLRQ YDULRXV
other criteria would apply. On the other hand, EL is primarily an individual activity.
Nonetheless, certain characteristics of conversational listening can be replicated duringextensive listening by the careful selection of material. The following factors should betaken into consideration when developing and selecting listening material. Typically,
the more facilitating cues present, the more engaging the exercise, in terms of interest
and motivation, and the more manageable, in terms of both cognitive load and rate ofcomprehension.

Factors facilitating comprehension

Factors impeding comprehension

Interest

Lack of Interest)RFXVHGDWWHQWLRQ







1RLVH'LVWUDFWLRQV

Availability of Environmental Cues

Lack of Environmental Cues

Topic/ Genre Familiarity

Lack of Topic Familiarity/H[LFDO)DPLODULW\







/H[LFDO'HQVLW\

Lexical Simplicity

Lexical Complexity

Syntactic simplicity

Syntactic Complexity

Slowed Rate of Speech

Rapid Rate of Speech

Familiarity w/ Prosodic Features

Unfamiliar Prosodic Features

Brevity/ Conciseness

Increased Length

Repetition/ redundancy

Accent/dialect/colloquialism)HHGEDFNFRQÀUPDWLRQ )DWLJXH

9LVLELOLW\RIWKHVSHDNHUYLVXDOLQIR´'LVHPERGLHGµGLVFRXUVH

Opportunities to Interact/ RespondNon-reciprocal” listening$XWKHQWLFLQSXWRIDQDSSURSULDWHOHYHORIGLIÀFXOW\FDQLQDGGLWLRQWRDVVLVWLQJOHDUQHUVin developing their listening skills, also provide realistic and entertaining linguistic andcultural input, and encourage learner involvement in ways that commercially available
listening material has often failed to do. Allan (1985) observed that in material designed
for language instruction, the goals of instruction take precedence over or preclude
entertainment or informational value, and that learners need to have their attention
FRQVFLRXVO\GUDZQWRVSHFLÀF´WDUJHWODQJXDJHµDQGRUVWUXFWXUHVUDWKHUWKDQWRWKHPRUH
general “model language”.

Some of the advantages of using authentic material is that it is enjoyable and entertaining,
WKXV LQFUHDVLQJ OHDUQHUVC LQWHUHVW WKH OHDUQHU FRQWUROV WKH FKRLFH RI PDWHULDO OHYHO RI
LQSXWOHQJWKRIWKHOLVWHQLQJYLHZLQJVHVVLRQPDWHULDORIWKLV´JOREDOµQDWXUHLVLQKHUHQWO\more memorable than listening intended to teach language, and provides a basis for
FRQYHUVDWLRQV DERXW UHDOOLIH WRSLFV DQG VKDUHG H[SHULHQFH WKH FRQWHQW DQG FRQWH[W
SURYRNHHPRWLRQDOUHVSRQVHVDQGSURPRWHOLVWHQHULQYROYHPHQWDVDXWKHQWLFPDWHULDOLV
QRWLQWHQGHGWRHOLFLWDVSHFLÀFUHVSRQVHRUFRQWDLQ´WKHDQVZHUµSUHVVXUHWR´JHWLWULJKWµ
LVDEVHQW/HDUQHUVDUHHQFRXUDJHGWRÀQGDQGXVHPDWHULDOWKH\ÀQGSHUVRQDOO\UHOHYDQWZRUWKZKLOH DQG FRPSUHKHQVLEOH SURYLGH DQ DXWKHQWLF ZLQGRZ RQ IRUHLJQ FXOWXUH HJ´PHPEHUVRI;FXOWXUHÀQGWKLVHQWHUWDLQLQJµUDWKHUWKDQ´WKLVUHDOLVWLFDOO\SRUWUD\VOLIH
in country X”.

Learners using this type of material are exposed to natural speech with natural prosodics
occurring in an integrated, meaningful, context, in which the action and speech arerealistic. This promotes the development of listening skills in that it promotes familiarity
with some of the features of natural language which are most difficult for learners.
Unfamiliar accents, dialects, regionalisms, and idioms are more easily understood whenclearly tied to the development of a conversation, message, or plot.

Extensive Listening: A new approach to an old problem

Gestures and facial expressions assist learners in linking meaning to stress, intonationand other prosodic cues. Other visual information can help facilitate the understanding of
unfamiliar language as learners have to infer and deduce to “make sense” of things.
Recall is enhanced when items are well integrated with both sensory experience andlinguistic knowledge. Increased exposure to new language using a variety of means is
a consistently reliable predictor of successful learning. Time spent analyzing language,associating images, feelings and personal experiences with language, and integrating
newly acquired and existing language knowledge will all promote increased retention andrecall. Anderson (1983) concluded that memory for concepts can be increased by increasing
the number of related ideas (associations) present at either the time of learning or the timeof recall, particularly if the associations are well integrated with prior knowledge. Cohenand Aphek (1980) demonstrated that learners’ attempts to form associations involving
target vocabulary lead to better retention, while Stevick (1976), Johnson-Laird (1983) and%URZQDQG3HUU\  KDYHFRQÀUPHGWKDWLQWHJUDWLYHVWUDWHJLHVKDYHDSRVLWLYHHIIHFWon retention because words are stored in associative networks. According to Carter and
McCarthy “The principle of vocabulary learning ... is that the more words are analyzed
or are enriched by imagistic or other associations, the more likely it is that they will be
retained” (1988:56).

In the same way that extensive reading (ER) has been shown to help successfully address
problems students face in developing adequate reading speed, improving sight recognitionof lexis and grammar, and improving comprehension and retention, EL should be able “toimprove our automaticity in recognizing spoken text, to enjoy the listening, to practicethe listening skill for knock-on effects such as tuning into pronunciation and noticing
intonation patterns.” (Waring, 2003)

Another obvious attraction of EL is that it combines the universally understood pleasure
RIOLVWHQLQJWRDJRRGVWRU\RUZDWFKLQJDQLQWHUHVWLQJÀOPZLWKWKHVDWLVIDFWLRQLQKHUHQWLQ
accomplishing a meaningful (as opposed to an “educational”) task in the target language,ZKLOHVWLOODWDUHODWLYHO\ORZOHYHORIÁXHQF\.UDVKHQ  JRHVVRIDUDVWRFODLPWKDW
students “can acquire language on their own” provided they receive adequate exposure
to comprehensible language and that acquisition takes place in a relaxed, stress-freeatmosphere. EL would seem to easily satisfy both these conditions, as it involves exposureto large amounts of relatively easy material, at home, with little or no follow-up work or
WHVWLQJ.UDVKHQIXUWKHUPDLQWDLQVWKDWWKHXQFRQVFLRXVSURFHVVRIODQJXDJHDFTXLVLWLRQsuch as occurs when reading or listening for pleasure, is more successful and longer lasting
than “conscious” learning.

Extensive Listening Deﬁned
Waring, one of the earliest proponents of extensive listening, has proposed that an
extensive listening program would, at a minimum, involve listening to (or being involved
LQ  PDVVLYH DPRXQWV RI WH[W WKH XVH RI OLVWHQLQJ WH[WV ZKLFK OHDUQHUV DUH DEOH WRFRPSUHKHQG UHDVRQDEO\ VPRRWKO\ KLJK OHYHOV RI FRPSUHKHQVLRQ WKH DEVHQFH RI SUHVHW
TXHVWLRQVRUWDVNVOLVWHQLQJDWRUEHORZRQH·VOHYHORI´FRPIRUWDEOHÁXHQWOLVWHQLQJDELOLW\µ

If we wish to more explicitly describe the characteristics of an EL program, the extensive
UHDGLQJSURJUDPFKDUDFWHULVWLFVSUHVHQWHGE\'D\DQG%DPIRUG  DUHDFRQYHQLHQW
starting point. An extensive listening program could be described as one in which:ȆListening occurs primarily, but not exclusively, outside of the classroom., and, may bedone when and where the student chooses.

ȆLearners are exposed to as much aural/visual foreign language input as they feel they
can successfully manage.

ȆBoth the level and content of the listening input are determined individually by thelearners, who are free to stop using material which they feel is unsuitable.

Ȇ Listening materials from various genre are available to encourage listening fordifferent purposes and in different ways.

Ȇ0DWHULDOVVKRXOGEHZHOOZLWKLQDVWXGHQW·VOHYHORIDXUDOFRPSUHKHQVLRQWKHHDVLHU
the better. Students should ideally be able to comprehend 70%+ of what they hear.

ȆThe purposes of listening are determined by the nature of the material and theinterests of the learner, and related to enjoyment, information gathering and general
understanding .

ȆThere are no exercises explicitly based on the listening to be completed. .
Ȇ Listening outside class should ideally be done individually, silently, and at thestudent’s own pace.

ȆTeachers orient participants to the goals of the program, explain the methodology,
and guide them in getting the most out of the program.

Extensive Listening: A new approach to an old problem

While there are few hard and fast ‘requirements’ for engaging in EL, it is unlikely to
be appropriate for students in the beginning stages of language study. At a minimum,
students would need to have reached both a threshold level of lexico- grammaticalknowledge, and be able to comprehend basic speech to begin. Further research needs tobe undertaken in this area in order to more clearly determine where this threshold lies,
and how we might enable learners to attain it. Additionally, learners will need to receive
a thorough orientation to the EL program, so that they are clear on what EL is, what
they are to do, and why they are engaging in EL. Teachers can lead learners in extensive
listening practice by helping them establish a system of goal-setting, planning, conducting
VHOIVWXG\DQGUHÁHFWLRQDQGVHOIHYDOXDWLRQ %HQVRQ 9ROOHU 

Preparing Students for EL
Cutting (2002) refers to the role of the instructor in EL as being primarily “supportive”,
and proposes that instructors enable their students to begin listening independently byencouraging the following approach: self-analysis, in which “learners think about their
QHHGVSUREOHPVDQGSUHIHUUHGOHDUQLQJVW\OHVµJRDOVHWWLQJLQZKLFKOHDUQHUV´OLQNWKHLU
QHHGVDQGSUREOHPVZLWKWKHLUOHDUQLQJREMHFWLYHVµSODQQLQJLQFOXGLQJPDNLQJD´VWXG\
SODQFRQVLGHULQJIDFWRUVDVPDWHULDOVOHDUQLQJVWUDWHJLHVVWXG\WLPHDYDLODEOHSURÀFLHQF\OHYHODQGOHDUQLQJVW\OHµDQGUHÁHFWLRQRQDQGVHOIHYDOXDWLRQRIWKHOHDUQLQJ7KLVVRUW
of preparation could be carried out during classes as part of an intensive listening exercise.

Once a program is underway, finding adequate time, energy and sufficient amounts ofmaterial at the ‘right’ level become important considerations. It is the initial stages somestudents may find EL too difficult or time consuming, and become tempted to give up.
While it is entirely appropriate in EL that students select their own material and pace
their own listening, they should not be given the choice of opting out. Learners will need
to be constantly encouraged, as fatigue and frustration are bound to occur, and at pointsÀQGLQJVXLWDEOHPDWHULDOZLOOEHFRPHGLIÀFXOW$WWKHVDPHWLPHDVWKHOHDUQHUCVOLVWHQLQJ
ability develops, however, he or she will gain motivation and be able to access to a broader
selection of more interesting and challenging material.

It is also important for learners to consider early on the differences in intensive andH[WHQVLYHOLVWHQLQJ%HJLQQHUVZLOOOLNHO\WHQGWRIHHOPRUHFRPIRUWDEOHDQGFRQÀGHQWXVLQJprescribed materials and engaging in tasks characteristic of intensive listening, because
it is both more familiar to them and more easily managed in terms of quantity andcontent. Learners may in the initial stages may need help as well in simply understandingthat a “style” is comprised of various strategies we rely on consistently, yet more or lessunconsciously. Students may not understand what strategies are, much less why theyshould be learned, how they can be used, when and where they are most effectively
employed, and how to evaluate their usefulness. Even intermediate level language learners
are frequently unclear about the range of strategies available, fail to consistently identify
viable strategies, employ ineffective or inappropriate strategies, fail to consistently employ
strategies identified as viable, fail to consciously employ strategies, and often depend
instead on repeated exposure to the material or translation for comprehension. For thesereasons, raising learners` awareness of effective listening strategies is a good starting
point in introducing learners to EL, as their use can help learners understand more of thelanguage input which they will encounter.

The first component should include activities that prepare learners for what they will
hear. Initially, students need to make conscious any knowledge they have relevant tothe content, background, setting, participants and goals or purposes of the text they will
hear, and the vocabulary likely to be used in that setting or situation. Next, a purpose
for listening must be established: what information is required, and in how much detail.
Finally, ways in which the task might be approached can be presented and weighed before
listening begins.

Pre-listening activities help students make decisions about what to listen for and where
to focus their attention while listening, while encouraging them to bring existing cultural,
linguistic and personal knowledge to bear on the task. The following checklist illustrates
some of the strategies that might be presented in the pre-listening component.

1) Identify your Purpose
2) Use Visual or Environmental Clues
3) Predict words and phrases you are likely to hear  )RFXVRQ.H\9RFDEXODU\5) Think of a Synonym (or antonym)

Extensive Listening: A new approach to an old problem6) Use the Vocabulary / Rehearse
7) Personalize the Information
8) Think Ahead
9) Relate the situation to your own experience10) Use Your Imagination'XULQJWKHOLVWHQLQJDFWLYLW\LWVHOIVWXGHQWVVKRXOGEHHQFRXUDJHGWRPRQLWRUWKHLUOHYHO
of comprehension and make decisions about appropriate strategy use. Students need toconsistently monitor their level of comprehension and to match the input they receive withthe predictions they made in the pre-listening activities. This is a very complex task, madeall the more difficult because teacher intervention in virtually impossible at this stage.
Thus, consistent and systematic training in the use of strategies appropriate to particulartasks and extensive pre-listening activities need to be incorporated into any programof listening instruction. Explicating and rehearsing these skills before students begin
OLVWHQLQJ PD\ EHDGYLVDEOHRQWKHRWKHUKDQG GHPRQVWUDWLQJ DIWHUZDUGV WKDW VWXGHQWV
could have understood more by having employed the strategies may have more impact,
and convince more students to make use of them.

  5HFRQÀUP\RXUSXUSRVH
2) Ask yourself questions
3) Think ahead Use grammar as a guide4) Listen for collocations
5) Identify signalling phrases and discourse markers
6) Listen for stress/intonation/pitch7) Substitute similar sounding words  %DFNÀOOIURPZKDW\RXKDYHXQGHUVWRRG
9) Shadow &RQÀUPDQGFODULI\\RXUXQGHUVWDQGLQJ

Post-listening activities provide an opportunity for learners to evaluate their level ofcomprehension, compare and discuss strategies and reflect on alternative approaches
WRWKHWDVN3DLUVPDOOJURXSRUFODVVGLVFXVVLRQV LQWKHVWXGHQWV·ÀUVWODQJXDJHZKHUH
necessary) are the simplest way to encourage this. More important than getting the“right answer” is how the answer was obtained, as this knowledge can become part ofthe students’ skills repertoire and applied to successive tasks and in other contexts. The
connection between pre-listening and post-listening also needs to be made explicit, so thatlearners can develop the ability to better prepare for and predict what they will encounterby broadening the range of strategies they employ. Performance checklists can provide
a good starting point for discussions. Such approaches encourage students to reflect on
the steps taken (or not taken) at various points in the listening activity by themselves
and their peers, and enable them to see which strategies they (and others) employ most
IUHTXHQWO\ DQG ZKLFK WKH\ WHQG WR QHJOHFW 'LVFXVVLQJ WKHLU DSSURDFK ZLWK FODVVPDWHV
whose approaches to listening differ should help students adjust their strategies andbroaden their skills repertoire. In the process of doing so, and applying what they’ve
learned from their peers, learners should gain access to more language, making content
more comprehensible. Some post-listening strategies learners should employ include:  &RQÀUP\RXUSUHGLFWLRQV
2) Paraphrase or summarize
3) Assess Your Success  1RWH'RZQZKDW\RX5HPHPEHU
5) Listen while reading  &RQÀUPDQG&ODULI\<RXU8QGHUVWDQGLQJ
7) Evaluate the Success of Your Strategies8) Evaluate Your Level of comprehension

In adopting a cyclical approach to listening based on pre-listening, on-task listening
and post-listening activities, each of which in turn incorporate appropriate, viable
FRPSOHPHQWDU\VWUDWHJLHVZHDUHHQFRXUDJLQJVWXGHQWVWROLVWHQWRFRQÀUPH[SHFWDWLRQV
as well as to comprehend. Such an approach engages the student in the tasks more deeply,
as they have posited something and are listening to confirm predictions, not simply toglean information. Listening should be presented to learners, particularly beginners, as acyclical rather than as a linear process, as students all too often tend to view it in the latterterms. Interpreted improperly, “Could you play the tape again?” might seem to indicate
DOLQHDUDSSURDFKLIZHSUHVHQWWKHWDSHDVDORRSLWPD\LQIDFWHQFRXUDJHOHDUQHUVWR
take a different view of the process of listening. It is facility with the process, not simplyExtensive Listening: A new approach to an old problem

the final product, which indicates the development of viable skills that will enable
comprehension in other settings and situations. An emphasis on listening comprehension
which incorporates awareness-raising at the metacognitive level with the application andconsistent evaluation of listening strategies at the cognitive level will help learners more
successfully capitalize on the language input they receive and, theoretically, lead them toachieve greater success in other areas of language learning.

The tasks used to guide students though these steps should encourage learners to focus on
WKHOLVWHQLQJSURFHVVQRWVLPSO\WKHRXWFRPHIRFXVRQKRZ´WKHDQVZHUµZDVIRXQGUDWKHUWKDQ RQ MXVW ILQGLQJ WKH DQVZHU LWVHOI DOORZ D YDULHW\ RI PHDQV RI DFKLHYLQJ WKH VDPH
HQG DQG GUDZRQOHDUQHUV·H[SHULHQFHRXWVLGH WKH FODVVURRP ,PSRUWDQW FRQVLGHUDWLRQV
in the choice of the tasks we use to acquaint learners with strategies include whether thecognitive skills demanded are suited to the task and students’ level of ability, the extent towhich they are in harmony with what we know of language comprehension and “real-world”
approaches to listening, the extent to which they are in synch with what we know of “realworld” approaches to listening and whether these tasks encourage the conscious use ofschematic, contextual and systemic knowledge in decoding, analyzing, and comprehending
speech.

Learners then need to carefully consider the type of listening that they want to focus on.
While some learners focus on areas in which they wish to improve, such as understanding
native-speed connected speech, others may work on understanding lyrics simply because it
is enjoyable. Being given a choice in selecting topics, genres and materials has been shownto increase student involvement and motivation. Examples of listening resources thatcan be employed in EL include audiobooks, storytelling websites, spoken word and news
websites, interviews, videotapes, TV, Youtube.com, movies and dramas, academic lectures,speeches, and virtually any type of music that has comprehensible lyrics. At the sametime, it is important for learners to select materials that they can later use to gauge theHIÀFDF\RIWKHVWUDWHJLHVWKH\HPSOR\0DWHULDOVZLWKDFFRPSDQ\LQJVFULSWVNH\VRUWH[WV
are all quite useful in this regard.

More advanced learners, on the other hand, commonly demonstrate more interest in
extensive listening practice which involves using a wider variety of authentic materials.

Since they are ready to engage in various types of real-life listening, this, rather thanscripted material, is likely to be more useful in developing their listening abilities.
Intermediate learners report liking to work on both types of listening. Regardless of
the level, however, striking a balance between both types of practice is important,with beginners focusing on more structured or scripted materials and intermediate
and advanced learners graduating to increasingly authentic listening material. Lowes
and Target (1998) emphasize that “no one kind of listening is better than another andstudents need to be able to do both and to choose the right kind of listening skill for thecircumstances” (p.50).

Beneﬁts of Extensive Listening
Wenden (2002) states that “the notion of learner-centred instruction in foreign and second
languages grew out of the recognition that language learners are diverse, in their reasonsfor learning another language, their approach to learning, and their abilities” (p.32). In
learner-centered learning, there are no particular restraints on the time or place learning
PD\WDNHSODFH/HDUQHUVPD\FKRRVHDQ\PDWHULDOWKH\ÀQGVXLWDEOHDQGLQWHUHVWLQJVR
long as it is in English and easy enough for them to comprehend. Because students selecttheir own listening material, they are more involved and more highly motivated. This
alone has an enormous potential to expand students’ listening skills outside the classroom,and to encourage them to take a more active and conscious role in decisions regarding
their own educations.

EL has the potential to benefit learners in many ways. They may, for example, pursue
listening practice without externally imposed time constraints. Moreover, individual
learners decide their own goals, choose their own materials, evaluate the efficacy of
their own learning strategies, and broaden and refine their repertoire of listening
skills. They are then in a better position to initiate learning based on personal needs,
priorities and preferences. Furthermore, engaging in EL shows promise for developing
learners’ metacognitive skills for language learning. Thus, EL should not only foster thedevelopment of learners’ listening skills, but also their ability to more consciously guidethemselves in independently learning a second language. (Cutting, 2004)

Extensive listening has an important role in the development of learners` aural

Extensive Listening: A new approach to an old problem

comprehension ability, particularly in situations where students need exposure to large
amounts of comprehensible input. For most learners, especially those EFL settings, thistype of input is most readily available through extended listening. Since learners all have
GLIIHUHQWOHDUQLQJVW\OHVSURYLGLQJRSSRUWXQLWLHVWRHQJDJHLQ(/VKRXOGEHQHÀWDZLGHU
range of learners than in the case of intensive or classroom listening. With access to the
LQWHUQHWQRZQHDUO\XQLYHUVDOLQPDQ\DUHDVRSSRUWXQLWLHVWRÀQGDSSURSULDWHOLVWHQLQJ
WH[WVRIDVXLWDEOHOHYHORIGLIÀFXOW\DQGLQWHUHVWVKRXOGEHFRPHLQFUHDVLQJO\HDV\References
Allan, M. (1985) Teaching Language with Video. Longman.
Alderson, J.C. and Urquhart, A.H. (eds.) (1984) Reading in a Foreign Language. London: Longman
Anderson, J. R. (1983) The architecture of cognition. Cambridge, Mass.: Harvard University Press
Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. Harlow: Longman.
Brown, T. S. and Perry, F.L. (1991) A comparison of three learning strategies for ESL vocabularyacquisition. TESOL Quarterly 25: 655-70&DUWHU5DQG0F&DUWK\0  9RFDEXODU\DQG/DQJXDJH7HDFKLQJ/RQGRQ/RQJPDQ8.
Cohen, A. and Aphek, E. Retention of second language vocabulary over time: investigating the role ofmnemonic associations. System 8, 221-235.
Cutting, M. (2004). Making the Transition to Effective Self-access Listening. The Language Teacher,28(6), 21-24.
'D\55 %DPIRUG-  ([WHQVLYHUHDGLQJLQWKHVHFRQGODQJXDJHFODVVURRP&DPEULGJH
Cambridge University Press.
*DU\-2  ¶'HOD\HGRUDOSUDFWLFHLQLQLWLDOVWDJHVRIVHFRQGODQJXDJHOHDUQLQJ·LQ:&5LWFKLH(ed) Second Language Acquisition Research: Issues and Implications. New York: Academic Press.
Gilman, R.A. and Moody, L.M. (1984) What practicioners say about listening: Research implications
for the classroom. Foreign Language Annals 17/4: 331-334+ROGHQ :5   ¶/LVWHQLQJ 6NLOOV DQG /HDUQHU 'HYHORSPHQW· LQ 'HYHORSLQJ $XWRQRP\
Proceedings of the Second Annual JALT Conference of College and University Educators. Tokyo:
CUE Publications.
Holden,W.(2002). Listen and learn. English Teaching Professional, Issue 23:18-21
Johnson-Laird P.N. (1983) Mental Models. Cambridge: Cambridge University Press.UDVKHQ 6  7KH SRZHU RI UHDGLQJ LQVLJKWV IURP WKH UHVHDUFK (QJOHZRRG &2/LEUDULHV
Unlimited.
Lowes, R. & Target, F. (1998). Helping students to learn: A guide to learner autonomy. London:
Richmond Publishing.
0DVRQ%.UDVKHQ6([WHQVLYHUHDGLQJLQ(QJOLVKDVDIRUHLJQODQJXDJH6\VWHP91XPEHU
March 1997, pp. 91-102(12)Rost, M. (2001). Teaching and researching listening. London: Longman.
Rubin, J. (1988) Improving Foreign Language Listening Comprehension. ERIC Clearinghouse on/DQJXDJHVDQG/LQJXLVWLFV:DVKLQJWRQ'&86'HSWRI(GXFDWLRQStevick, E. (1976) Memory, Meaning and Method. Rowley, Mass: Newbury House

:DULQJ 5   5HVHDUFKLQJ ([WHQVLYH /LVWHQLQJ UHWULHYHG IURP  +<3(5/,1. ´KWWSZZZ
harenet.ne.jp/~waring/papers/.rtf ” http://www1.harenet.ne.jp/~waring/papers/.rtf
Wenden, A.L. (1998).Metacognitive knowledge and language learning. Applied Linguistics, 19 (1).
Wenden, A. L. (2002). Learner development in language learning. Applied Linguistics, 23 (1), 32-55.