A method for teaching listening skill content I. Introduction II. Main body

CONCLUSION
To sum up, listening is an important communicative skill. In fact, being an active listener is as important as being an effective speaker for the success of any human verbal exchange. Innovative methods of teaching listening through authentic materials to the A2 level learners is due to the fact that conversationalists doing either listening or speaking during an interaction have to keep track of context, pragmatics, intonation, shared knowledge, underlying agendas, stance displays, and pay attention to gaze orientation, facial expressions, hand gestures, displays of affiliation or disaffiliation among many other conversational features. Although listening has often been classified as a receptive skill due to the fact that it is a medium for language input, it is clear that listeners are in fact dynamic agents whose cognitive machinery is as busy as that of speakers during conversational exchanges. When it comes to listening in a second or foreign language, this skill becomes even more challenging. A2 level listeners may have varying levels of proficiency and there-fore may be more or less familiar with particular sounds and speech production patterns in that target language. Some of these sounds may require extensive practice before they are mastered and easily recognized. Given the complexity of this task, it favors brains that have not yet completed the process of synapse elimination and therefore are more “plastic.” Synapse elimination, also known as synaptic pruning, occurs between early childhood and the onset of puberty in many mammals. Pruning starts near the time of birth and is completed by the time of sexual maturation in humans. Neuroplasticity, also known as brain plasticity, is an umbrella term that encompasses both synaptic plasticity and no synaptic plasticity; it refers to changes in neural pathways and in synapses due to changes in behavior, environment, neural processes, thinking, and emotions. As a matter of fact, research has shown that certain listening sub skills are more easily acquired by younger age groups, though the same sub skills may be acquired by older learners through increased exposure and extensive specialized practice.
Listening requires a number of sub skills such as discriminating segmental sounds in a word and interpreting supra segmental features of pacing, intonation, and stress. When it comes to recognizing such characteristics in a second or foreign language, language learners' performance in listening tasks also depends on the nature and quality of the listening input, along with their familiarity with pragmatics, dialectal accents, background noise, slurred speech, features that change how words sound in a sentence. Some of these listening sub skills are better acquired by younger age groups. Proponents of the critical period hypothesis claim that children have a neurological advantage in language acquisition and, as learners' age at the time of exposure increases, proficiency in the target language generally declines. Extensive listening, strategy training, input variety, speech perception and auditory training, and metacognitive instruction can help older learners overcome difficulties and improve A2 level listening comprehension and performance.
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