Cover

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pp. 1-1

Title Page, Copyright

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pp. 2-5

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Acknowledgments

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pp. v-vi

The English department at Youngstown State University, Ohio, USA, is the antithesis of all those English departments depicted in academic novels; it is sane, supportive and focused on students. Thanks to chair Gary Salvner for his support of my scholarship over the years. ...

Contents

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pp. vii-viii

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Introduction

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pp. ix-xii

Reading through the listening research, I was struck time and again by the complaints that listening was under-researched. Of course, researchers often say that sort of thing to boost the importance of their own contribution. However, the fact that listening is under-researched is partially true in the sense that listening research, and practice, ...

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Myth 1- Listening is the same as reading.

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pp. 1-16

I took my first foreign language class, Spanish, in seventh grade. It was the 1960s in California and, though I certainly didn’t know it then, audiolingualism was the methodology of choice. I remember memorizing dialogues; for years, I could remember isolated snatches of them. I remember reading about culture and seeing Mexican textiles on the walls. ...

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Myth 2 - Listening is passive.

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pp. 17-34

Fast forward ten years. I left Japan and took the Trans-Siberian railroad from Beijing to Moscow and went on to spend some time in Europe. While in Vienna, I went to the national art museum, where I decided to buy some post cards. As travelers do, I added up the purchase in my head to make sure I was giving the clerk a reasonable amount. ...

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Myth 3 - Listening equals comprehension.

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pp. 35-51

One of the many joys of working for the University of Pittsburgh English Language Institute was working with new teachers. There was a strong classroom observation program in place, and we supervisors would visit classes several times a semester. I was the supervisor of speaking classes at the time and was sitting at the back of a basement classroom ...

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Myth 4 - Because L1 listening ability is effortlessly acquired, L2 listening ability is, too.

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pp. 52-83

My Vienna story in Myth 2 showed that sometimes you don’t need to understand much of a transaction in order to participate effectively. In my case, I literally understood nothing and still got what I wanted. ...

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Myth 5 - Listening means listening to conversations.

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pp. 84-106

The old language learner joke goes, “I knew my half of the dialogue, but the French guy didn’t.” Teachers and students seem to love dialogues. They certainly are easy to teach, and to “learn”: listen, repeat, work with a partner. Then there’s the real world. The French guy doesn’t know the other half. But dialogues, or pieces of them, can be useful. ...

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Myth 6 - Listening is an individual, inside-the-head process.

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pp. 107-131

Much of listening research has been psycholinguistic in nature. It has focused on what goes on inside the heads of individual listeners. Of course, it is very difficult to get at what people are “really” doing, so we as teachers are ultimately making inferences based on observed behavior. ...

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Myth 7 - Students should listen only to authentic materials.

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pp. 132-149

I was listening to the Grateful Dead’s American Beauty one day after working on this book (I do listen to new music, too, but sometimes a beautiful Great Lakes spring afternoon requires perspective). My brain hadn’t shut down the “listening research” network yet, so I, much against my will, experienced sporadic connections between the songs on the album and the topic of listening. ...

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Myth 8 - Listening can’t be taught.

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pp. 150-166

This story is from my friend Dorolyn Smith (she of the health/home story in Myth 2): The new car I bought a year ago came with a free trial of satellite radio. Flipping through the stations, I discovered Radio Quoi de Neuf, a French Canadian news station. ...

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Conclusion

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pp. 167-168

I’ve given a lot of presentations to teachers, and I think I’m always careful to spell out the implications of the research I talk about. But not infrequently on feedback forms or in face-to-face conversations after, teachers want to know what it means for their classroom, and pointing out that I teach in my classroom, not their classroom, does not seem to satisfy them. ...

References

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pp. 169-186

Subject Index

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pp. 187-190

Author Index

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pp. 191-195