The following main goals are suggested for the listening comprehension programme:

(a) to give the learners experience of listening to a wide variety of samples of spoken language . The purpose here, then, is exposure to:

· different varieties of language (standard/regional, formal/informal etc.);

· different text types (conversational, narrative, informative etc.).

The motivation for the learner should be pleasure, interest, and a growing confidence at being able to understand the spoken language without reference to the written form.

(b) to train the learners to listen flexibly e. g. for specific information, for the main idea or ideas, or to react to instructions (i. e. by doing something). The motivation for this type of listening will come from tasks, which are interesting in their own right, and which will focus the learners’ attention on the material in an appropriate way.

(c) to provide, through listening, a stimulus for other activities e. g. discussion, reading and writing.

(d) to give the learners opportunities to interact while listening . In the classroom this must be done largely through discussion-type activities and games, where listening forms a natural part of the activity. This type of activity will be done mostly in small groups, but there are occasions when the teacher can profitably interact with the whole class [1,p.15].

II. The structure of listening comprehension and types of activities

1.Organisation of listening comprehension

Listening comprehension is divided into four main sections:

Section I.Attentive listening

Section II. Intensive listening

Section III. Selective listening

Section IV. Interactive listening

Each section helps students develop a range of skills and strategies.

Section I: Attentive listening is designed to give students practice with listening and with supplying short responses to the speaker, either verbally or non-verbally (through actions). Because this kind of ‘responsive’ listening involves immediate processing of information and quick decisions about how to respond, the activities in Section I provide a great deal of support to help the learners ‘process’ the information they hear. The support is of three types: linguistic , in the form of cue words and previewed utterances, non-linguistic , in the form of visual aids, photographs, tangible objects and music used in the activity, and interactional , in the form of repetitions, paraphrases and confirmation checks by the speaker. By providing this support, the activities allow the teacher to introduce real-time listening practice to students at all levels, including beginners. Because the support in each activity can be varied, teachers can utilise these activities with more proficient students as well, to help them increase their attention span for spoken English.

Section II: Intensive listening will focus the students’ attention on language form. The aim of this section is to raise the learners’ awareness of how differences in sound, structure, and lexical choice can affect meaning. Because this kind of listening involves an appreciation of how form affects meaning, all of the activities in this section are contextualised - placed in a real or easily imagined situation [9,p.10]. In this way, all students - even beginners - can practise intensive listening in a context of language use, from which it is most likely to transfer to ‘real life’ listening situation. Because the activities in this section require attention to specific contrasts of form - grammatical, lexical, or phonological - the teacher can easily adapt the activities to more proficient students by increasing the complexity of the language forms.

Section III: Selective listening will help enable students to identify a purpose for listening. By providing focused information-based tasks, the activities in Section III help direct the students’ attention on key words, discourse sequence cues, or ‘information structures’ (exchanges in which factual information is given). By learning to attend to words, cues, and facts selectively , students at all levels come to handle short naturalistic text (such as announcements) as well as longer and more complex texts (such as authentic video programmes). Because the task support in these activities can b adjusted, Section III is useful for students at all proficiency levels.

Section IV: Interactive listening is designed to help learners assume active roles in shaping and controlling an interaction, even when they are in the ‘listener’s role’. Because it is important for learners to take an active role as listeners, each activity in this section has a built-in need for information or classification questions by the listener. In order to work toward the goal of active participation by the listener, the students themselves - rather than the teacher or an audio or video tape - become the focus of the activity. To this end, in Section IV, listening skills are developed in the context of interaction - mainly through information gap pair work, jigsaw groups, and student presentations and reports [9,p.10].

2. Activities and procedures

1. ‘Exposure’ listening

The material for this will consist mainly of:

(a) Stories, anecdotes, jokes, talks, commentaries (i. e. with one speaker only)

Most learners need practice in listening to material with a single speaker only, so that they do not have the added difficulty of trying to identify the speakers when they cannot see them. The material may be recorded or improvised by the teacher.

(b) Conversations, discussions, plays (i. e. with more than one speaker)

The students will need to be given some background e. g. about the speakers. For plays they may actually need to follow the written text.

(c) Songs (both traditional and pop)

These provide a good form of listening because the students are generally very much concerned to make out the words [12,p.28].

(d) Videos and films

Clearly there is great advantage in using wherever possible recorded material where the students can see what is happening (even if it is only two people talking) as well as listen [1,p.16].

2. Task listening