In the Name of God

Types of classroom listening performance

1. reactive:

        Sometimes you want a learner simply to listen to the surface for the sole purpose of repeating it back to you. While

This kind of listening performance requires little meaningful processing, it nevertheless may be a legitimate, even though a minor aspect of an interactive, communicative classroom.

        This role of the listener as merely a "tape recorder" (Nunan1991b:18) is very limited because the listener is not generating meaning. Only good at pronunciation.

2-intensive

         Techniques whose only purpose is to focus on components (phonemics ,words ,intonation ,discourse markers ,etc)of discourse

May be considered to be intensive as opposed to extensive in their requirement that students single out.

         The teacher asks students to listen to a sentence or a longer stretch of discourse  and to notice a specified element ,such as intonation ,stress ,a contraction ,a grammatical structure ,etc.

  3-responsive

          A significant proportion of classroom listening activity consists of short stretches of teacher language designed to elicit immediate responses .The students" task in such listening is to process the teacher talk immediately and to fashion an appropriate reply .

-asking question

-giving commands

4-selective

           In longer stretches of discourse such as monologues of a couple minutes or considerably no longer ,the task of the student is not to process every thing that was said ,but rather to scan the material selectively for certain information.

0speeches

0media broadcasts

0stories and anecdotes

0conversation in which learners are "eavesdroppers".

5-extensive

            This short of performance ,unlike the intensive processing described above ,aims to develop a top-down ,global understanding of spoken language .

             Extensive performance could range from listening to lengthy lectures, listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the student to invoke other interactive skills(e.g., note taking and/or discussion)for full comprehension.

6-interactive

              Finally there is listening performance that can include all five of the above types as learners actively participate in discussions, debates, conversations ,role plays ,and other pair and groups work .Their listening performance must be intricately integrated with speaking(and perhaps other)skills in the authentic give and take of communicative interchange.