Taylor(1985) stress that in order to encourage active and purposeful listening on the
part of the learner, it is necessary for the teacher to set specific tasks before the
listening exercise.
While-listening activities
According to Underwood (1989:45) the purpose of while-listening activities is
to help learners develop the skill of eliciting messages from spoken language. Burgess
(1996, unit 3, p.26) stresses that there should be a progression in the tasks from
general to specific. Thus the teacher should incorporate tasks which help the learners
apply both top-down and bottom-up approaches, and to listen selectively according to
their purpose
Post-listening activities
These should give students the chance to confirm and demonstrate their
understanding of the text and to recall what they have stored in their Long Term
Memory. This information can be used for controlled speaking practice which in turn
can be used for freer writing practice. In this way listening is integrated to other skills
and the student uses the information she has acquired for a communicative purpose.
1.3.3.The role of feedback
Underwood (1989:73) stresses the importance of giving immediate feedback
to students so that they can understand the reason for their mistake within the context
of its production. According to Sheerin (1987:129), ‘Failure can be particularly
disp \