discourse .This leads us to the suggestion that spoken texts should be authentic.
However, as authentic texts cannot be easily graded according to the students’ needs
and interests and are not easily available, Geddes and White (1978) argue for what
they call ‘semi-scripted simulated authentic speech’. This is speech based on notes
which the teacher consults while speaking. In this way the teacher produces speech
which although not authentic in origin is authentic in nature as it has a degree of
spontaneity and exhibits features that have a high probability of occurrence in genuine
acts of communication (ibid)
The content of input material is also an issue worth considering. As in real life
listening is always a purposeful activity we should provide our students with spoken
texts which are meaningful and relate to their own interests. In addition, Dirven and
Oakeshott-Taylor( 1985) suggest that texts have to be contextualised so that they can
be used for a communicative purpose.
Another issue is the level of difficulty. As our aim in listening is not total
comprehension and students have to be exposed to new language in order to add to
their knowledge, Krashen (1982) proposes that authentic learning experiences should
provide students with input which is comprehensible and which contains features a
little beyond the learners’ level of competence. This proposal comes in accordance
with the Vygotskian theory and the ‘zone of proximal development’ (Vygotsky, 1978)
Finally, the teacher should expose students to both monologue and dialogue
and to all types of texts keeping in mind that different kinds of discourse require
different response on the part of the student (Richards, 1990).
1.3.2.The tasks
Too difficult tasks which students cannot cope with are discouraging and make
students lose interest. Burgess (1996, unit 3) stresses that tasks should be heuristic and
should help the students integrate other skills as this is what happens in authentic
situations.
In order for the lesson to be as effective as possible it should be organized in
pre-, while-, and post-listening activities as it is suggested in the literature (e.g.
Harmer 1983, Burgess 1996 vol.2,) Their role is analyzed below.
Pre-listening activities
These should help students activate relevant scripts and create certain
expectations so that they have a purpose for listening. Dirven and Oakeshott15