The Internet TESL Journal.docx

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The Internet TESL Journal

Podcasts: Another Source forListening Input

Priscilla Constantine

Constantine525[at]verizon.net

Introduction

The advent of podcasts on the internet has given the language teacher a goldmine

of materials for teaching listening skills. This article covers the subject of

podcasts on several levels. It will first deal with the question of what podcasts are

and what their advantages are. Next, the article describes how podcasts can

benefit students and how to determine which podcasts would be the most

beneficial. It also discusses how to maximize learning from podcasts. Lastly, the

content of ESL/EFL podcasts will be described so that the reader can take

advantage of the new wealth of materials available for teaching.

What Is a Podcast?

A podcast is the name of a digital recording of a radio broadcast or similarprogram. Podcasts are published on the internet as MP3 files. Interested listeners

are able to download these MP3 files onto their personal computer or personal

MP3 player of any type The files can be listened to at the convenience of the

listener. Learners can listen over and over to any material that is of interest to

them. To be useful in a school setting a teacher would need internet access, a

computer that can play audio files or an MP3 player.

Podcasts can be as short as two to three minutes and as long as an hour. Teachers

can subscribe to a podcast through an RSS subscription (Really Simple

Syndication). The advantage of this practice is that as new episodes become

available they are downloaded to the computer automatically. Also, they come at

no cost to the subscriber. Because podcast content is free, teachers now have a

way to build up a big listening library for their students on contemporary and

relevant topics. Teachers can also encourage students to download podcasts on

their own so that they have more listening input.

Advantages of Podcasts
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In thinking about podcasts, teachers might ask themselves what the benefit would

be for their students. Even at the beginning levels, learners can benefit from

global listening even if they only listen from three to five minutes a day.Beginning students will be exposed to the new language with its own distinctive

sound system, intonation patterns, pause system and word order. (Patterson,

2001, p.93) The intermediate learner has a need for authentic texts and to be

exposed to a variety of voices. By the time learners reach the advanced stage,

they must be able to learn from listening. Most students in a foreign country rely

heavily on reading, writing and vocabulary to learn. It is critical for them to be

able to recognize organizational markers, cohesive devices and definitions in

context. (Patterson, 2001, p. 97)

How to Decide What Podcasts Are BeneficialThere are at least two concepts that teachers must focus on in choosing a podcast

for the students to hear. The first has to do with relevance. In order for students

to benefit from listening to a podcast the content must be relevant to the learner.

When a topic is relevant, it holds the attention of the learner and thus increases

motivation. (Morley, 2001) Other researchers have also commented on the need

for authentic language and contexts. By providing these tools, students will see

the relevance of the activity to their long-term communicative goals. (Brown,

2001) The desire for relevant content is personified through such courses as

Business English. In this past year, podcasts for Business English have appeared

on the internet. They deal with practical topics such as socializing, telephoningand meetings. Teachers who teach overseas now have the opportunity to access

such materials and pass it on to their students.

The second concept that a teacher must consider in choosing a podcast is that of

transferability. Actually, relevance and transferability are often connected. If

students feel that the content is relevant, there is a strong possibility that what is

learned can be applied to other situations whether it is at school or out in the real

world. Best listening activities present in-class activities that mirror real life.

(Morley, 2001, p.77) For instance, students can listen to a news broadcast with

topics that can later be used in a real life conversation.

Listening Techniques to Enhance Learning

Students will gain the most from podcasts if they employ strategic listening

techniques to consolidate their learning. Mendelsohn (1994) offers seven

techniques that will help the listeners focus on any listening activity.

Listen for one crucial detail. Listen for all the details.


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Listen for the gist Listen for mood and atmosphere. Listen for the main idea. Listen to form hypotheses and make predictions. Listen to make an inference.

Have an Outcome in Mind

As students listen to a podcast, there must be a purpose for this activity. In other

words, what will the students do with the information they gained through

listening? Will they take notes, summarize the gist of a story, fill out an outline or

fill in a gap story? (Morley, 2001) One can quickly see that a listening activity can

involve more than one skill. Writing can be utilized as well as speaking. Studentscan discuss what they heard on the podcast. For instance, students can compare

their life experiences with those reported on a podcast.

What Type of Content Is Offered on ESL/EFL

Podcasts?

Trying to find information on the internet can sometimes prove to be very

frustrating. However, a quick search on an internet search engine will uncover a

number of new ESL podcast sites that have been developed for different

purposes. The following are just some of the topics that are covered.

Vocabulary Grammar Topics Idioms and Slang Business English World News and Current events Limericks and Jokes Songs Poetry

Teachers can also take advantage of mainstream media institutions that offer freepodcasts such as Voice of America and National Public Radio. Podcasts are not

just for listening. Often there is a transcript provided along with worksheets.

Some podcasts even provide cultural notes. A number of websites interact with

the students and ask them to write in with questions or comments. Often the

comments of students provide the material for new programs. One innovative uses

of podcasts is to have a student listen to a podcast and read along with its

transcript. Then the student will make a recording of the material on a cassette

tape and turn it into the teacher along with a written journal. The teacher then


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listens to the students recording and gives appropriate feedback to the student.

This type of activity helps the students to develop fluency in reading, to improve

pronunciation, and to acquire new vocabulary words.

Conclusion

My interest in podcasts developed because of the desire to find new materials for

teaching listening skills. In teaching listening, a teacher can fall into the bad habit

of using the same listening materials over and over again. Podcasts can supply

fresh ideas and motivation. With any new idea, a teacher must also examine the

reasons for using it and the purposes it can serve. Students in an EFL setting need

to be exposed to new voices and relevant content. Podcasts can meet this need.

But, a teacher must also be committed to teaching good listening techniques suchas listening for details. At the end of the day students must be able to do

something with what they have heard. As students respond positively to listening

tasks, they will be motivated to learn more. After all, the goal of every teacher

should be to help students gain confidence in hearing and understanding what is

spoken in their new language.

Related Links

iteslj.org/links/ESL/Listening/PodcastsThe Internet TESL Journal's Links to ESL/EFL Podcasts

References

Brown, D. (2001). Teaching by principles: An interactive approach tolanguage pedagogy. White Plains, NY: Longman, Inc.

Madden, M. (2006, November). Podcast downloading. Pew Internet &American Life Project. Available at

http://www.pewinternet.org/pdfs/PIP_Podcasting.pdf.

Mendelsohn, D. (1994). Learning to listen: A strategy-based approach forthe second language learner. Carlsbad, CA: Dominic Press, Inc.

Morley, J. (2001). Aural comprehension instruction: Principles andpractices. In M. Celce-Murcia (Ed.), Teaching English as a second or

foreign language, (pp.69-85). Boston: Heinle & Heinle.

Peterson, P. (2001). Skills and strategies for proficient listening. In M.Celce-Murcia (Ed.), Teaching English as a second or foreign language,

(pp.87-100). Boston: Heinle & Heinle.
http://iteslj.org/links/ESL/Listening/Podcasts/http://iteslj.org/links/ESL/Listening/Podcasts/http://www.pewinternet.org/pdfs/PIP_Podcasting.pdfhttp://www.pewinternet.org/pdfs/PIP_Podcasting.pdfhttp://www.pewinternet.org/pdfs/PIP_Podcasting.pdfhttp://iteslj.org/links/ESL/Listening/Podcasts/


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The Internet TESL Journal, Vol. XIII, No. 1, January 2007

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The Internet TESL Journal.docx