As I’ve mentioned in a previous post, the two best predictors of success for non-native English speakers in American graduate programs are reading comprehension and listening comprehension–both input-related. Speaking and writing ability (both output-related) often get a lot of the attention since it is through these that deficiencies can be noticed and evaluated. However, the reality is that it’s extremely difficult to speak and write well about a topic if it is not first well understood.
Between reading and listening, reading is the skill that is taught and practiced most explicitly. There are tons of materials to read. And it’s a static form, so it can be used at any speed, and it’s easy to analyze, deconstruct, look at each piece, look at patterns, etc.
Listening, on the other hand, is more elusive. Once you hear something, it goes away. And even if you have a recording, you can listen until you’re blue in the face and you still may not understand parts of what’s being said, especially given factors such as connected speech, homonyms, and variations in pronunciation. Also, similar to reading, listening is highly dependent on background knowledge. If you know something about a topic, you’re much more likely to be able to understand it as opposed to something new or unfamiliar.
One of the primary listening activities for law students is listening to lectures and class discussions coupled with taking notes. How are students supposed to practice this other than just sitting in class each time and hopefully understanding more each time? Is there any way to actually practice and prepare for the listening that’s done in lectures? Continue reading