LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:3 March 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Selective Listening in ELT Classroom: Some Observations

S. J. Nikam, M.A., B.Ed., SET., Ph.D.

Abstract

This research paper has explored the effectiveness of selective listening strategies challenges and their application. The paper also discusses the current issues which affect selective listening, listeners, and speakers. All the issues are examined through a discussion of existing literature on selective listening. Possible solutions are also presented in an attempt to solve the discussed problems in the future. Suggestions for further research in the future is also provided on the issues which have not been explored thoroughly.

Keywords: selective listening, language skills, ELT classroom, learners, listening skills, listening materials, and spoken form of the language.

Introduction

Selective listening for many years has received very little attention in the learning of the English language. However, selective listening remains one of the most important skills required in learning the language. It is often acknowledged the importance of the auditory approach in teaching and learning any foreign language. However, this is not a simple task in the classroom. The ordinary learners do not know where exactly he should start listening. Listening materials available around us is in a considerable number. So, there is always a possibility of confusion about how and which listening materials one should use for language learning. Even if we try to listen, we can get just a few words. This very process seems to be very slow initially; therefore, we come back to the exclusive use of the idea of making our ears in the target language. This results in the inability to learn the language, primarily the spoken form of the language.

The learners may not acquire command over the language and shift to learning textbooks and grammar. Another factor could sometimes be learners' disbeliefs and prejudices that visuals are more crucial than the auditory system. No doubt, the visuals are also very essential in language learning. Consequently, we should make use of a technique called 'selective listening' for language learning. On the part of the teachers also they should first try to provide listening practices.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

S. J. Nikam, M.A., B.Ed., SET., Ph.D.
Associate Professor
Arts, Commerce and Science College, Nashik
Maharashtra, India
sandipnikam59@rediffmail.com
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