When looking at listening material we should ask ourselves what sort of listening practice
/wen//lukıŋ//æt//'lisnıŋ//m∂'tı∂ri∂l//wi://∫ud//α:sk//au∂'selvz//wot//so:t//οv//'lisnıŋ//'præktıs/
our student need ( monologue, dialogue etc ) and what they are required to do in
/au∂(r)//'stju:dnt//ni:d/(/'mοn∂lοg/'daı∂log//et’set∂r∂/)/ænd//wot//δeı//α:(r)//tu://du://ın/
response to what they hear. Comprehension questions are useful for checking
/rı'spοns//tu://wot//δeı//hı∂(r)/./,kοmprıhen∫n//'kwest∫en//α:(r)//'ju:sfl//'fο:(r)//t∫ekıŋ/
understanding. Particulary if they are of the type which requires student to actively seek
/,Λnd∂'stændıŋ/./p∂'tıkj∂l∂rı//If//δeı//α:(r)//οv//δ∂://taıp//wıt∫//rı'kwaı∂(r)//'stju:dnt//tu://'æktivelı//sı:k/
out the answer and formulate it themselves rather than simply repeat a section of the text.
/aut//δ∂://'α:ns∂(r)//ænd//'fο:mjuleıt//It//δ∂m’selvz//’rα:δ∂(r)//δæn//'sımplı//rı'pı:t//∂://'s∂k∫n//οv//δ∂://tekst/
This of course apply equally to comprehension question on reading passages.
/δıs//οv//kο:s//∂'plaı//'ı:kw∂lı//tu://,kοmprıhen∫n//'kwest∫en//οn//'rı:dıŋ//'pæsıd3/.
Another possible activity is to ask student to identify the purpose of the text and of
/∂'nΛδ∂(r)//'pοs∂bl//æk'tıvetı//ız//tu://α:sk//'stju:dnt//tu://aı'dentifaı//δ∂://'p3:p∂s//οv//δ∂://tekst//ænd//οv/
various parts of it. An advertisement, for instance, will have the purpose of persuading
/'ve∂ri∂s//pα:t//οv//It/./æn//∂d'v3:tısm∂nt/,/fο:(r)//'ınst∂ns/,/wıl//hæv//δ∂://'p3:p∂s//οv/ /p∂'sweıdıŋ/
people perhaps to buy a product or perform an action.
/pi:pl//p∂‘hæps//tu://baı//∂://'prοdΛkt//o:(r)//p∂'fο:m//æn//’æk∫n/.
Listening activities are often under-represented in general course and this is a pity
/'lisnıŋ//æk'tıvıtıs//α:(r)//αft∂n//'Λnd∂(r)/-/,reprı'zentıd//ın//'d3enr∂l//kο:s//ænd//δıs//ız//∂://'pıtı/
because in our own language we almost certainly spend more time listening than doing
/bı'kοz//ın//au∂(r)//∂un//læŋgwidЗ//wi://'ο:lm∂ust//'s3:tnlı//spend//mο:(r)//taım//'lisnıŋ//δæn//du:ıŋ/
anything else. Also, we have seen. Listening is an integral part of conversation. Oral
/'enıθıŋ//els/./'ο:ls∂u/,/wi://hæv//sı:n/./'lisnıŋ//ız//æn//'ıntıgr∂l//pα:t//οv//,kοnv∂'seı∫n/./o:r∂l/
skills without equally well-developed listening abilities are of little practical value. We
/skıl//wı'δaut//'ı:kw∂lı//wel/-/dı'vel∂pıd//'lisnıŋ//∂'bıl∂tıs//α:(r)//οv//'lıtl//'præktıkl//'vælju:/./wi:/
should therefore look for a considerable amount of listening practice in a good course. If
/∫ud//'δe∂fο:(r)//luk//fο:(r)//∂://k∂n'sıd∂r∂bl//∂'maunt//οv//'lisnıŋ//'præktıs//ın//gud//kο:s/./If/
it simply not provided,then we should supplement the course by using some of the
/It//'sımplı//nοt//pr∂'vaıdıd/,/δen//wi://∫ud//'sΛplım∂nt//δ∂://kο:s//baı//ju:zıŋ//οv//δ∂:/
specialised listening material on the market.
/'spe∫∂laızıd//'lisnıŋ//m∂'tı∂ri∂l//on//δ∂://'mα:kıt/.
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