A simple framework for communication strategies in listening was proposed in the last chapter, based upon three types of listener response. A listener might avoid a problematic stretch in an utterance, might attempt to decode it by using various types of cue, or might appeal to an interlocutor for help. In addition, we recognised a fourth group of strategies, chiefly employed in contexts where listening is a planned exercise.

Some concrete examples of strategies were given within these categories, with a view to helping instructors to recognise strategy use in learners and to assess its effectiveness. But so far we have not considered whether teachers should attempt to make learners aware of the value of strategies or to instruct them in strategy use.

Strategy training is quite a contentious area. Some commentators have argued strongly that it represents a good use of class time and produces tangible benefits. Others have been more sceptical. There is also the question of how extensive the training should be. Should teachers simply raise learners' awareness of the types of strategy that can be employed? Or should they devise a detailed programme of strategy practice? In addition, there is the question of how explicit and how targeted strategy training should be. Should teachers just supplement general listening practice with tasks that encourage strategy use?