A process approach

Abstract

I have often lamented that we cannot close our ears with as much ease as we can our eyes. Sir Richard Steele (1672–1729), Irish politician, writer and editor A process approach Sub-skills are generally defined as a set of abilities that enable a listener to achieve understanding. However, it is difficult to show that such abilities exist, and that they correspond to what actually goes on in the mind of a language user. There exists an alternative and more concrete way of identifying targets for listening practice. It is to base the choice upon the target behaviour towards which the L2 listener aims : upon the processes which have been shown to contribute to successful L1 listening. Note that the word ‘processes ’ is used here in preference to ‘sub-skills’. This marks a shift of focus away from the assumption that there are underlying abilities which enable us to perform as listeners, and towards aspects of listener behaviour that have been observed and investigated. The strength of this alternative is that it can draw upon a body of evidence about what those processes are, underpinned by extensive research and worked into comprehensive models of the listening skill. This approach to the teaching of listening will be referred to as a process approach. It clearly has something in common with the sub-skills approach. It still adheres to the skill-training principle of dividing a macro-skill into its component parts.

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