The Language Teacher as Listener

Thomas Ewens, Kazakhstan

Thomas Ewens is an English teacher based in Almaty, Kazakhstan at KIMEP (the Kazakh Institute of Management Economics and Strategic Research). E-mail: t.r.ewens@gmail.com

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Introduction
Why is listening important?
How can teachers be better listeners?
References

Introduction

This article is not about listening in terms of the four language skills, (i.e. speaking writing, reading and listening). Nor is it about teachers listening out for language errors. It is about, in the context of student speaking exercises, teachers listening to students as human beings, and therefore listening to the content of what they say.

Why is listening important?

One of the qualities of a good language teacher (in my belief) is the ability to listen. Our students are human beings and know instinctively when they are being listened to and when they are not. People like being listened to, it makes them feel appreciated. Therefore someone who is good at listening finds it easier to create rapport with other people. In the classroom, if students are listened to they are more likely to speak and shy students are more likely to 'come out of their shell'. A teacher listening to students can help lower their affective filter, something which, it is widely accepted, is conducive towards language learning (Krashen, 1982). Additionally, listening to students properly shows respect, interest and understanding, all of which are important for student motivation (Dornyei, 1994).

Indeed Dornyei, in his taxonomy of components contributing to student motivation lists teacher-specific motivational components including 'trying to be empathetic, congruent and accepting' and 'adopt(ing) the role of the facilitator' (Dornyei, 1994, p.282). Clearly listening to students will contribute towards achieving these ends.

And a classroom where the teacher listens rather than speaks is a learner-centred one. The teacher plays a passive rather than an active role. Now it could be argued that a situation where students address the teacher rather than other students is more teacher-centred than learner centred. This is a fair point. The teacher must try to encourage students to listen to each other. Furthermore, whole class discussions chaired by the teacher while being a useful activity in my view should perhaps be limited. Much better to divide the class up into pairs or small groups, agree on a topic to talk about and then for the teacher to simply 'listen in' on the conversations.

How can teachers be better listeners?

1. When monitoring in speaking activities physically move over to sit (or stand) next to students to listen to them. This will make them feel more 'listened to'. It will also help you listen to them more closely. Don't listen to them across the room.
2. If a student asks you a question turn to face them, then move towards them as they speak. Show that you are giving them your full attention.
3. Try to make eye-contact with students as they speak. As with tips 1 and 2 this will not only help you to listen more carefully to what the student is saying but the students themselves will notice that you are listening carefully.
4. Try to mimic students' body language when you can as they are speaking. For example sit down so that your eyes are at the same level as theirs. Or adopt the same posture as them. This will help in the process of building rapport with students.
5. Be sensitive to correcting language errors at the right time. If a student is talking about something which appears to be important to them maybe it is best not to correct at all.
6. Keep a notebook of personal information which crops up naturally during speaking activities about students, make the notes immediately after class so you don't forget. Then review the notes occasionally. The idea is not to try to glean as much information as you can out of your students but just to absorb and remember things which they have chosen to tell you.
7. The most obvious point. Actually take an active interest in your students and their lives. One way to do this is to ask them questions and get them talking about themselves and their world. Only tell them about yourself if they ask you. Then at least they will be using English for 'a real communicative purpose'.

If they invite you out for a coffee after class, go with them. Or suggest the idea yourself.

References

Dornyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal. 78, pp.273-284.

Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Oxford. Pergamon.

Please check the Building Positive Group Dynamics course at Pilgrims website.
Please check the How to be a Teacher Trainer course at Pilgrims website.