1. Reactive = Sometimes you simply want a learner to listen to the surface of an utterance for the sole purpose of repeating it back to you.
2. Intensive= Techniques whose only purpose is to focus on components (phonemes, words, intonations, discourse markers, etc.) of discourse may be considered to be intensive-as opposed to extensive- in their requirement that students single out certain elements of spoken language. They include the bottom-up skills. Examples of intensive listening performance include:
Students listen for cues in certain choral or individual drills. The teacher repeats a word or sentence several times to “imprint” it in the student’s mind. The teacher asks students to listen to a sentence or a longer stretch of discourse and to notice a specified element e.g., intonation, stress, a contraction, a gramatical structure, etc.
3. Responsive= A significant proportion of classroom listening activity consists of short stretches of teacher language designed to elicit immediate responses. The students’ task in such listening is to process the teacher talk immediately and to fashion an appropriate reply. Examples include:
Asking questions (“How are you today?” “What did you do last night?”)
Giving commands (“Take out a sheet of paper and a pencil.”)
Seeking clarification (“What was that word you said?”)
Checking comprehension (“So, how many people were in the evelator when the power went out?”)
4. Selective = In longer stretches of discourse such as monologues of a couple of minutes or considerably longer, the task of the student is not to process everything that was said but rather to scan the material selectively for certain information. The purpose of such performance: To be able to find important information in a field of potentially distracting information. Selective listening differs from intensive listening in that the discourse is in relatively long lenghts. Examples of such discourse include: Speeches, media broadcasts, stories and anecdotes
5.Extensive= This sort of performance, unlike the intensive processing (#) described above, aims to develop a top-down, global understanding of spoken language.Extensive performance could range from listening to lenghtly lectures to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the student to invoke other interactive skills (e.g., notetaking, discussion) for full comprehension
6. Interactive= Finally, there is listening performance that can include all five of the above types as learners actively participate in discussions, debates, coversations, role-plays, and other pair and group work .Their listening performance must be intricately integrated with speaking (and perhaps other) skills in the authentic give and take of communicative interchange.