Lesson 1 : teaching listening in english lessons plan

4. WHAT MAKES A GOOD LISTENING TEXT
Listening comprehension is an extremely important part of a language learning phenomenon. Second language acquisition (SLA) studies have illustrated that comprehensible output and input are crucial for the acquisition of a language (Swain, 1995). Therefore, we need to question the properties of a good listening text for language learning classes. There are various factors affecting a listening text’s quality but, in common, we can divide the quality of a text into two categories: “content” and “delivery”. As from “content”, the listening text should, firstly, be interesting for audiences. It is important to know your target students’ profiles because what interests one group of learners may seem dull for another group. In a listening class, pre-task activities actually serve the aim of arousing interest in students before the main activity. Apart from this, cultural accessibility is a crucial factor too. Learning about a new culture is beneficial for improving inter-cultural competence (Wilson, 2008) but if the aim is to understand a listening text, then any possible culturally based meanings in the text should be understandable for the target group. Density of the listening text also influences the listening text quality. If the text includes repetition of key terms, words and phrases, it will be less demanding for listeners. In addition, the more complex grammatical structures the text includes, the more demanding it will be for listeners. In addition to content, how you present the material is equally important. In terms of “delivery”, important factors include length, quality of the material, accent and the method of delivery. The listening text should be delivered in a non-distractive manner that is suitable for the target group of learners (Wilson, 2008).
AUTHENTIC VERSUS NON-AUTHENTIC LISTENING MATERIALS
In the selection of the right listening material for language classrooms, the distinction between authentic and pedagogic materials should be highlighted. They both have advantages and disadvantages depending on your target group and the aim of the activity. Authentic materials can be texts which are prepared by native speakers and are not originally intended as language learning materials (Bacon, 1992; Joiner, 1991; Joiner et al., 1989; Scarcella& Oxford, 1992). Authentic materials can often include more unfamiliar use of language, and mostly, it can be difficult for learners to cope with. If the teacher wants to use authentic material, he/she should write a lesson plan based on the material and find appropriate supporting materials. Richards (2006) also states three advantages of integrating authentic materials in a classroom environment:

1. 
   the culture of the target language is introduced,
   
2. 
   the use of real language is shown, and
   
3. 
   a more creative way of teaching is achieved.
   

In sum, it can be expressed that the choice of authentic or pedagogic material is mostly related to the aim, target group and the context in the teaching process.