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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
The two receptive skills are listening and reading, and they share a lot in terms of how they should be taught. First, teachers need to be careful what texts or listening pieces they choose for several reasons. First, they need to be mindful of whether the text is authentic or not, because authentic texts tend to be more difficult and may have a context the students are unfamiliar with. The teacher should choose a sample that is interesting to the students, and also make sure that it is difficult enough that it will not simply gauge current levels of comprehension, but rather stretch comprehension abilities.
Secondly, teachers should make sure they cover necessary vocabulary or words that are particularly hard to understand. While a language learner is unlikely to know every single word, and should be using context clues to find the meanings of some words, the teacher should still make sure the piece is level appropriate. This is especially true for listening because students will have less access to the actual words, since they only get to hear the speaking once or twice.
Finally, teachers need to make sure they are teaching a variety of skills. Scanning for details and skimming for understanding engage the brain differently. Making predictions is also important to get students ready for the reading or listening. Students may not know which skill they are working on, or even that their are different skills involved with language reception. The teacher needs to be conscious of these when planning a lesson.
