Approaches and activities
As outlined in the previous post, the context where prediction activities take place plays a key role. To address this issue, I would first introduce a classroom listening habit in order to create a friendly atmosphere.Then I would gradually introduce different activities to enhance the students’ consciousness of prediction in order to form a natural and effective listening routine.
I would recommend approaching listening tasks using a direct approach. Thornbury and Slide (2006) states that the direct approach ‘involves understanding and planning a conversation programme around the specific microskills, strategies, and processes that are involved in fluent conversation’. This approach stresses the importance of listening to and ‘having conversations’, but it also presupposes the need of a ‘form-focused, instructional stage at some point in the lesson cycle’ (2006: 275). On the other hand, the indirect approach involves acquiring conversational competence through simply doing conversation. I believe listening and speaking skills are strictly related and the approach to teaching them should be linked.
From my experience, learners need to be trained on ‘having conversations’, which means they should be able to identify key strategies and forms that could help them while listening to and performing conversations. Continue reading