Listening comprehension is an integral part of language learning. And although textbooks provide a variety of approaches for listening which may can be helpful, they share some common, albeit problematic, features we also need to consider; namely, when 1) listening is presented as an isolated skill (i.e. detached from speaking), 2) listening is audio-based (i.e. rather than video-based), and 3) students play a passive role in the process (i.e. rather than an active one). Such approaches are not reflective of real-world situations students are likely to encounter, and to some extent at least, particularly in an ELF context, they may even run counter to our teaching aims. The pro-active approach to listening comprehension that was presented can be used to complement textbook listening activities or as a substitute to them – that provides greater authenticity, is more compatible with ELF-aware practices.
