USING TEXTS AND DESIGNING TASKS

Many language textbooks are accompanied by an audio component. Usually, the listening texts are scripted, which means that the spoken discourse was àrst written out and then read and recorded. Scripted language is an effective teaching tool, but it lacks certain features of authentic input. Their pronunciation is careful, intonation is exaggerated, sentences are complete, and there is no background noise to distract the listener. This is very different from authentic listening, which involves the language native speakers use in real life. I share information learned from years of designing texts that advance knowledge-building in the context of project-based science teaching and advance readers’ textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. To increase comprehensibility of difàcult listening materials, teachers can do several prelistening exercises to activate content and vocabulary knowledge, assign listening to the same text multiple times with different purposes, and use a transcript before or after listening. Long segments can be presented in parts with comprehension-check activities between them.