Please Wait, Loading Page...
- KIDS - Online Registration System

Please wait...

Adding to Workshop Cart:


Workshop Title

Checking for additional rates...

Online Course Details

Account Login

New Registrant

Workshop Cart

Cart Empty

There are 0 workshops in your cart.

Checkout (Inactive)
Developing Listening Comprehension in English Language Learners
Workshop #: CECO-19


This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.

Course Objectives: Participants will

  • Create pre-listening, while-listening, and after-listening (or post-listening) activities to build comprehension of spoken English, to help their students go through the steps that first language and second language listeners go through when they try to comprehend incoming information.
  • Use the five language-teaching approaches (grammar-translation; direct method; audio-lingual, communicative language teaching, and task-based approach) and identify how the teaching of listening is (or is not) incorporated into these approaches.
  • Create bottom-up, top-down, and interactive listening goals, and translate them into classroom activities and lessons appropriate for beginning, intermediate and advanced level learners. Participants will be able to use intensive, responsive, and selective kinds of listening activities for the word level, sentence level, and for mini-talks and conversations.
  • Create discrete-response tests of phonemic discrimination, paraphrase recognition, and response evaluation, with a cognitive understanding of the critical issues in testing and the purpose of the listening test to define the kind of test that will be created and used.

Student Expectations:
This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include reflective journal exercises, short answers that are reviewed by a moderator, quizzes, and observation and analysis of lessons. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see the Affiliations tab at the top of the main page,, or select How to Obtain Credits under the Obtaining Credits tab within your account.

Class Outline:
Lesson 1
  1a. The Iimportance of Teaching Listening Comprehension in L2 Learning
  1b. The Role of Listening in L1 and L2 Learning
  1c. Understanding spoken English
  1d. Helping students understand spoken English: What teachers need to do
  1e. Reading and listening
  1f. Supplementary Material

Lesson 2
  2a. Listening Situations: Why we listen and to whom
  2b. Types of Listening
  2c. Processing Spoken English
  2d. Understanding Spoken English: bottom-up and top-down processing
  2e. Exercises to practice bottom-up listening processes
  2f. Supplementary Material

Lesson 3
  3a. Teaching English to speakers of other languages: approaches, methods, and techniques
  3b. The grammar-translation approach
  3c. The direct method
  3d. The audio-lingual approach
  3e. Alternative approaches
  3f. Supplementary Material

Lesson 4
  4a. The Factors Affecting Listening Comprehension
  4b. Factors inside the head of the listener
  4c. Factors outside the head of the listener
  4d. Internal factors particular to L2 listeners
  4e. External factors in the message
  4f. Supplementary Material

Lesson 5
  5a. "Real-life" listening situations
  5b. What does real-life listening sound like?
  5c. Establishing a purpose for listening
  5d. Setting goals or tasks for teaching listening
  5e. Figuring out listener functions and responses
  5f. Supplementary Material

Lesson 6
  6a. The product approach to teaching listening
  6b. Product versus process models of teaching listening skills
  6c. Listening texts/input, listening functions/tasks, and listening content
  6d. Listening texts and contents
  6e. Selecting texts, tasks, and contents for listening practice and skill development:
       The multiple decisions teachers must make
  6f. Supplementary Material

Lesson 7
  7a. Bottom-up, top-down, and interactive listening activities
  7b. Bottom-up beginning-level listening exercises
  7c. Top-down beginning-level listening exercises
  7d. Interactive beginning-level listening exercises
  7e. Creating or using a story line for beginning level learners & recursive listening
  7f. Supplementary Material

Lesson 8
  8a. Who is an intermediate level learner? What kinds of listening texts and tasks will help them?
  8b. Bottom-up listening exercises for intermediate-level learners
  8c. Top-down listening exercises for intermediate-level learners
  8d. Interactive listening exercises for intermediate-level learners
  8e. Listening and speaking English
  8f. Supplementary Material

Lesson 9
  9a. Teaching advanced-level learners of English as a foreign language
  9b. Bottom-up goals and activities for advanced-level learners
  9c. Top-down listening goals and exercises for advanced level learners
  9d. An interactive activity for advanced-level learners
  9e. Who is an advanced-level foreign language speaker?
  9f. Supplementary Material

Lesson 10
  10a. Issues of validity and reliability of a test
  10b. What kind of listening test do we want to make and use?
  10c. Creating the test: Collaborative or non-collaborative listening?
  10d. Forms of listening tests: The discrete-response test form
  10e. Additional kinds of discrete-point listening tests: Paraphrase recognition and Response evaluation
  10f. Supplementary Material

Lesson 11
  11a. Integrative tests of listening comprehension
  11b. Standardized tests of listening comprehension
  11c. Computers in language testing
  11d. Advantages of using computers in language testing
  11e. To computer test or not to computer test? That is the question!

Lesson 12
  12a. Interventions and Approaches
  12b. Providing helpful computer-based interventions
  12c. “High-tech” intervention to teaching listening
  12d. High, low, or no technology: the teacher as key to opening the door to learning
  12e. Research: Investigating the process and product of teaching/learning English-listening
  12f. Supplementary Material

Evaluation Final Exam
Contact Information: or 425-788-7275 Ext. 104


Graduate credit is available after course completion for an additional fee from various universities.

Registration Fee
Register Button

Close MapProfessional Development Alliance