Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1998. Vol. 2. Eger Journal of English Studies.(Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 26)

Studies - Richard Cauldwell: Listening comprehension: three problems and three suggestions

RICHARD T. CAULDWELL LISTENING COMPREHENSION: THREE PROBLEMS AND THREE SUGGESTIONS Abstract: Listening comprehension methodology of the last two decades is characterised by three problems which obstruct successful learning: misguided fait

h in first language research into listening; misplaced hop

e in the ability of learners to perceive elements of the stream of speech; and misdirected charit

y in helping the learners by focusing too much on what they can manage, and not focusing sufficiently on what they have to master. Misguided faith Just over ten years ago, Anderson and Lynch (1988, p. 21) noted that there was very little research into listening in a secon

d language. Because of this gap in research, applied linguists, textbook writers, and teacher trainers have gone to research in firs

t language listening to find principles which will guide listening methodology. As a result, listening comprehension exercises are greatly (and in my view inappropriately) influenced by what is known about successful first language listening. First language research has established that successful listening is characterised by: • listening for a purpose • making predictions based on contextual information • making guesses when things aren't clear • inferring what is meant where necessary • not listening ('straining') for every word (adapted from Brown, 1990, p. 148) Teacher trainers and textbook writers have made appropriate use of some of these findings, and inappropriate use of others. In particular they have taken the last of these points ('they don't listen for every word

0 and have made it an article of faith. This article of faith promotes 'top-down' activities and denigrates any activity which could be characterised as 'bottom-up'. Of 9