Teaching Methods And Techniques And Materials For The Classroom

1214 Words5 Pages
As Celce-Murcia (2001:67) claims, “Until quite recently, listening comprehension had been neglected with regard to both its place in second or foreign language teaching methodology and the development of techniques and materials for use in the classroom”. In Japan as well, as Blyth (2011:71) indicates, there has seemed to be no strategic pedagogy for listening, especially from a perspective of communicative language teaching. English teachers in Japan tend to keep giving common advice like ‘just listen to aural materials as much as possible and that’ll enhance your listening comprehension further in the future’. Furthermore, in Japan, there is even a nationally famous ‘fraudulent’ English learning material which claims that all you have to do is just hear (note here, not ‘listen’ but just ‘hear’) the material for a certain period of time every day and you will be able to speak English fluently before you know. As can be seen in this phenomenon in Japan around teaching listening, Japan could be described as still being in ‘developing’ situation in English language teaching. I myself have also been less confident in my aural and oral English proficiency compared to reading or writing skills. As a matter of fact, I had thought that the benchmark to measure my listening proficiency would be the score of a high-stakes test like IELTS or TOEFL. Of course I did not think that just passing the English language requirement would be enough for me to live in the UK. However, I thought,
Open Document