Discovery listening--improving perceptual processing

Abstract

Current approaches to teaching listening have tended to emphasize listening for gist, top‐down processing, and listening strategies. These basically focus on teaching students how to cope with authentic language and real‐life situations, as part of the communicative approach. Bottom‐up approaches that focus on word recognition, on the other hand, have been comparatively undervalued. This article therefore describes a technique based on the notion of ‘bottom‐up primacy’ that is nevertheless compatible with current learner‐centred, task‐based teaching. It makes a case for ‘noticing’ as a method of improving listening ability by getting students to discover and then prioritize their own listening difficulties after reconstructing a text.

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