LISTENING'S MODELS

MODEL 1:  LISTENING AND REPEATING
• Learner Goals: To pattern-match; to listen and imitate; to memorize.
• Instructional material: Features audio-lingual style exercises and/or dialogue memorization, based on a hearing-and-pattern matching model.
• Procedure: Ask students to
-listen to a word, phrase, or sentence pattern;
-repeat it (imitate it); and
-memorize it (often, but not always, a part of the procedure).
• Value: Enables students to do pattern drills, to repeat dialogues, and to use memorized prefabricated patterns in conversation; enables them to imitate pronunciation patterns.

MODEL 2: LISTENING AND ANSWERING
• Comprehension questions
• learner goals
To process discrete-point information;
To listen and answer comprehension questions
• Instructional material
Features a student response pattern based on a listening-and-question- answering model with occasional innovative variations on this theme.
• Procedure: Ask students to
-listen to an oral text from sentence length to lecture length and
-answer factual questions. Utilizes familiar types of questions adapted from traditional -reading comprehension exercises;
-has been called a quiz-show format of teaching.
• Value: Enables students to manipulate discrete pieces of information, hopefully with increasing speed and accuracy of recall.
• It can increase students' stock of vocabulary units and grammar constructions. Does not require students to make use of the information for any real communicative purpose beyond answering the questions; it is not interactive two-way communication.
MODEL 3: TASK LISTENING
LEARNER GOALS
• To process spoken discourse for functional purposes;
• To listen and do something with the information, that is, carry out real tasks using the information received.
• Instructional material: Features activities that require a student response pattern based on a listening-and-using (listen and do) model.
• Students listen, then immediately do something with the information received: follow the directions given, complete a task, solve problem, transmit the gist of the information orally or in writing, listen and take lecture notes, etc.,...
• Procedure: Ask students to
-listen and process information and
-use the orally transmitted language input immediately to complete a task which is mediated -through language in a context in which success is judged in terms of whether the task is performed.
• Value: The focus is on instruction that is task-oriented, not question oriented.
• The purpose is to engage learners in using the informational content presented in the spoken discourse, not just in answering questions about it, two types of tasks are
-language use tasks, designed to give students practice in listening to get meaning from the input with the purpose of making functional use of it immediately and
-language analysis tasks, designed to help learners develop cognitive and metacognitive language learning strategies (i.e., to guide them toward personal intellectual involvement in their own learning).
MODEL 4: INTERACTIVE LISTENING
LEARNER GOALS TO DEVELOP
• Aural/oral skills in semiformal interactive academic.
• To develop critical listening,
• critical thinking, and
• Effective speaking abilities.

INSTRUCTIONAL MATERIAL:
• Features the real-time/ real-life give-and-take of academic communication.
• Provides a variety of student presentation and discussion activities, both individual and small group panel reports that include follow-up-audience participation in question/answer sessions as an integral part of the work.
• Follows and interactive listening-thinking-speaking model with bidirectional listening/speaking.
• Includes attention to group bonding and classroom discourse rules (e.g., taking the floor, yielding the floor, turn taking, interrupting, comprehension cheeks, topic shifting, agreeing, questioning, challenging, etc...)