Listening Practices for Busy Learners

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Listening Practices for Busy Learners

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Some language learners, particularly busy learners, sometimes find it difficult to take listening and speaking lessons of the language without fail, simply because, as earlier stated, they have little time to practice listening and speaking on purpose. Such learners are usually busy learning something new instead of improving their language skills, listening and speaking in particular, more than before. In fact, listening is a kind of language skill, but strangely, some learners do not accept this listening as a language skill, so that they are under the illusion that they will get the language quite easily by hearing it only. Of course, the listening skill is not merely hearing words or expressions; that skill is a combination of two interdependent processes _ being able to hear and paying attention to almost all that can be well heard. The most significant feature of not having good listening is that a learner cannot speak the language with their eyes shut like a native speaker. Thus, listening and speaking skills are complementary to each other, except that listening must be the first language skill to develop. Whether a learner finds time to study the language for listening and speaking, if we are absolutely busy learners, we can conduct the following effective and efficient practices so as to update and upgrade these language skills.
Really, listening practice does not mean that we must do it in a particular place or room which is adequately silent and deserted to pay attention to language exercises. That is, as mentioned above, the whole listening process of a language mainly consists of two inseparable parts only: 1) the situation in which we can hear any audio file, and 2) the extent to which we can catch the voice of the file. Hence, we can listen on the go through earphones for the listening skill of a language. While we are travelling to work or school or are out shopping, we should pop on some English songs or news podcasts that we would like to. On listening to songs, we may sing like these go, which perhaps is a sort of language speaking. Actually, we tend to get vocabulary and usage of the language from songs in most cases, not the bare essentials of listening skill _ namely authentic pronunciation, intonation patterns, and speaking style. Nonetheless, many news podcasts like to offer real-life circumstances and causal incidents to listeners rather than songs. Not only that, there can still be found common, current or living language expressions in news podcasts, which means that we can get authentic English from a news podcast. After all, we ought to make use of going to and fro by listening to audio files in the English language. The more we listen, the better we will get!
After listening on the go, we should try to have background English, where the term `background´ refers to the circumstances or past events which can be explained in English _ why something is how it is or the information about these. Truly, background English may even be a pilot test of whether a learner has adequate knowledge of contextual language. For example, a language learner should be allowed to listen to a humour programme presented in this language to know if he laughs out loud or not. If a learner laughs at jokes in the programme, we can generally state that this learner has achieved language success, that is to say, academic achievement in the English language, to an extent, which he has a good laugh about that programme. Then, how in the world are we required to study background English? For instance, when we are doing chores at home, we can have an English TV or radio programme on in the background. In the beginning, we will not follow or absorb all contextualized meanings of English words for sure. But thanks to the programmed background situations, we will have to be aware of what the programme says to a certain degree. We do not need to worry at all if we do not understand every word of such background English. Our ears will get used to it over time, and we will understand more and more. This kills two birds with one stone.
After background English, may come kids’ shows. As busy learners, for what reason do we have to learn from kids’ shows? One of the main reasons is that it takes 15 minutes or so for kids’ shows to play most of the time. And in the main, kids’ shows use so simple English that young children will get what the shows mean very quickly. As we may all know, simple English is the best, as Dr Htin Aung once stated. Especially for the speaking skill of a language, so much of simple English can be seen as always, except in some contexts where we cannot avoid using any phrase, idiom or collocation. At home, our kids like watching English cartoons, in which the voice-overs will be in the real child’s voice or sound like a child’s. No matter what the voices are, we may watch English cartoons with them. Surprisingly enough, sometimes only children can know what cartoon characters are saying, not we adults at all. In truth, we had better practise English speaking through cartoons together with our children. Only if then will we see the theme a cartoon means to show better than usual. Whatever is said, the simple language certainly makes it fun and easy to understand. And even though there are no kids around, children’s shows in English remain great language practice for us.

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