3rd Group

Faiz Alaudin Nabilla (214101060002)

Fatma Nur Isnaini (214101060031)
Ade zian sarofi (214101060027)
Khairun auliyatun nisak (214101060017)

Extensive Listening
Listening is an important and the most fundamental skill learned before
any other skills, as people cannot begin to speak without listening. However,
listening in the EFL context is not an easy task, it requires a lot of practice to
master. However, listening practice in the class often limited by time and pre-
designated material. Therefore, extensive listening practice out of class is
necessary for students to receive enough exposure to listening material outside
the classroom. Extensive listening allows the learner to choose their own’s
material for more comprehensive and enjoyable language input.
Importantly, according to Waring (2010), extensive listening is an
approach to improve learners’ listening fluency. He considered that the best way
of learning and acquiring English is to read and listen to the language. He argued
that, “If you understand almost all of the text you listen to, you can build your
word recognition speed, you’ll notice more uses of grammar points, more
collocations and generally your brain will be working very effectively.” He added
that extensive listening helps students develop learners’ automatic processing of
language, which enables them to have high concentration and listening
comprehension of what they are listening to. In addition, Waring suggested that
extensive listening helps to direct learners’ attention to pronunciation and
intonation patterns of the spoken language.
In extensive listening, students are more engaged and highly motivated to
learn because they select their own listening materials. Moreover, the teacher
can conduct extensive listening both inside and outside the language classroom
to enhance students’ listening skills. Extensive listening is especially useful in
EFL settings where teachers tend to pay more attention to English grammar,
reading, and vocabulary. Moreover, students become aware of their
responsibilities for their self-study and make their own decisions about their
study. For example, they have to think about the types of listening materials,
including topics, length, and difficulty, to listen to. Therefore, “extensive listening
should not only foster the development of learners’ listening skills, but also their
ability to more consciously guide themselves in independently learning a second
language” (Holden, n. d., p. 310).
In general, extensive listening empowers language learners since they can
choose listening materials appropriate to their proficiency. They can listen in a
relaxing manner and direct their attention to comprehending speech as well as
have opportunities to acquire vocabulary and learn about other features of
language such as stress, pronunciation, and intonation through listening. Thus,
extensive listening can promote a sense of success, which in turn fosters
motivation to continue learning.
Reading researchers (for example Adams 1998; Day and Bamford 1998)
have now confirmed the importance of extensive reading in the acquisition of
reading skills and that ‘reading is best learned through reading’ (Adams op.cit.:
73). The evidence for extensive reading is strong: it can improve students’ word
recognition skills, vocabulary, reading comprehension, fluency, and general
language proficiency. In addition, students also develop more positive attitudes
towards reading and language learning in general. What is amazing is that the
students obtain all these benefits by simply doing something that is pleasurable.
They just read anything that they find enjoyable. The only condition is that they
should choose reading materials that they can understand on their own and that
they read a lot of these materials. In other words, they do a lot of practice in
comprehension, not practice in incomprehension as many EFL students often
complain about their skills- or strategies-based reading lessons.
For many learners in EFL contexts, there is a very real need for exposure
to large amounts of aural input. The potential benefits to the learner from
involvement in an extensive learning programme are many and include those
that may not be a function of intensive listening instruction. Extensive listening
and viewing programmes are methods for providing this aural input. Graded
reader audiobooks and episodes of authentic television appear to be particularly
well-suited to delivering the input for these programmes provided that a
principled approach to setting them up is taken. However, much of the
motivation and support for providing learners with these types of programmes is
based on research and experience from extensive reading. In order for
extensive listening and viewing to become more widely recognised as a valuable
part of a language learning programme and more widely utilised, there needs to
be considerably more research conducted in such a way that the true benefits of
these programmes is evaluated.
 References
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