part 1 teaching listening skills (pelatihan guru kab siak 2009)
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Part 1: TEACHING LISTENING SKILLS
Differences between Spoken and Written Language
Spoken Written
Medium Sound is the medium. We use the
speech organ (mouth, throat) and
ears in speaking and listening.
Words on a page or screen is the
medium. We use our hands to write
and eyes to read.
Resources Paralinguistic features, e.g. pause,loudness, stress, intonation, etc. and
extralinguistic features, e.g. gestures,
facial expressions, eye contact, nods,
body posture, etc. used to aid
communication.
Only words on the page andpunctuation marks available.
Processing
time
Thinking, speaking and listening go
on at almost the same time. If the
listener fails to understand what the
speaker says at the time the speaker
says it, he will not get another
chance to listen to it again.Speech is ephemeral.
The writer can take his time in
composing and the reader can take
his time reading and re-reading
what is written.
Writing is permanent.
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Feedback The speaker can find out the
listenersresponse to what he said
almost instantly.
Delayed feedback. The writer has to
wait until he gets a reply to his letter
or review of his ideas.
Language Usually simple sentences and
vocabulary used.
More sophisticated and complex
structures and vocabulary used.
organization More meandering and fewer
organizational markers, especially
in spontaneous speech, e.g.
conversation
Usually well-organized because more
time for planning.
Performance Many false starts, fillers, pauses,
etc. found
Editing. Therefore no mistakes visible.
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WHY LISTENING NEEDS TO BE TAUGHT
It is very important in daily life. According to Wilga Rivers (1981), we listen
twice as much as we speak, four times as much as we read and five times as
much as we write (L = 2xS; L = 4xR; L = 5xW).
It has unique aspects that make it different from the other language skills.
It is very important for developing speaking skills. As Nida (1957) rightly
concludes, Learning to speak a language is very largely a task of learning to
hear it.
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PURPOSES OF LISTENING
1. For maintaining good social relations
We often hear people say they spent a whole afternoon or whole weekendchatting with someone else but when they are asked what they talked about,
they say things like, Nothingmuch!or Icantreally remember.In this kind of
talk, the information content or message is not important. What is important
is the goodwill that is maintained or established through the talk. The
communication here is listener-oriented and not message-oriented. A great
deal of conversation and casual talk is of this nature.
2. For entertainment
People listen to jokes, stories, songs, plays, TV, radio broadcasts, etc. mainly
for entertainment. The outcome of such listening is not usually measured interms of how useful it was but in terms of personel satisfaction.
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3. For obtaining information necessary for day-to-day living
People listen to news broadcasts, directions on how to get to different
places, weather forecasts and travel informationairport, bus and train
terminal announcementsbecause listening to these enables them to
get the information necessary for day-to-day living; to know when to
board the plane, whether it is safeto pelan a picnic, etc.
4. For academic purposes
People listen to lectures, seminars and talks as a way of extending their
knowledge and skills. Listening is a central part of all learning. A pupilwho cannot understand what the teacher is saying in a class is seriously
hampered in his learning.
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PROCESS INVOLVED IN LISTENING
1. Hearing vs. listening
Our ears are constantly being barraged by sound. However, we do not pay
attention to everything we hear. We only begin to listen when we pay
attention to the sounds we hear and make an effort to interpret them.
2. Top-down processing
When a listener hears something, this may remind him of something in his
previous knowledge, and this in turn, leads him to predict the kind of
information he is likely to hear. When this happens, he is said to be using top-
downprocessing. When a listener can relate what he is about to hear withwhat he already knows, this will help him understand what he hears better.
This is why pre-listening activities are introduced to help students see how the
listening text relates to what they already know.
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3. Bottom-up processing
If what he hears does not trigger anything in his previous knowledge, then thelistener would have to resort to what is called bottomuplistening, the slow
building up of meaning block by block through understanding all the linguistic
data he hears. This kind of processing is much harder. The way to solve this
problem, however, is not to focus the students attention on the building
blocks: pronunciation, word knowledge, etc. People do not listen for words
and sounds. They listen for meaning. So you should teach your students to
listen for meaning: to use whatever clues they can get from the contextwho
is speaking, on what topic, for what purpose, to whom, where, etc.to make
sense of what they hear. They should, for example, try to guess the meaning of
unknown or partially heard words from the context. They should be taught to
have a whole-to-part focus in their listening. They should work at
understanding the whole message and to use grammar, vocabulary and
sounds only as aids in doing this and not as important in themselves.
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4. Listening as an active process
When a proficient listener listens, he doesnt passively receive what the
speaker says. He actively constructs meaning. He identifies main points andsupporting details; he distinguishes fact from opinion; he guesses the
meaning of unfamiliar words, etc. These are cognitive aspects of listening.
There are also affective or emotional dimensions to listening. The listener
agrees or disagrees with a speaker. He likes or dislikes the speakerstone of
voice or choice of words. He may find the speakerschoice of topic morallyobjectionable or absolutely boring. He may be disappointed with/surprised
by/worried about/satisfied with the speakerstreatment of the topic and so
on. Listenersattitudes, values and interests all affect the way they interpret
and respond to talk.
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SELECTION OF LISTENING MATERIALS
We listen to many different types of material in our day-to-day life:
a. monologues, e.g. people telling stories, jokes, anecdotes; talks, lectures,
etc.
b. dialogues, e.g. interview
c. discussions, e.g. seminars, forumsd. informal conversations
e. radio and TV broadcasts
All of these can serve as listening inputs for teaching listening. However,
you need to weigh certain factors before you decide which type of text
you will use to teach what skill to whom.
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Speed of delivery
People who speak fast are generally more difficult to understand than those
who speak slowly.
2. Types of Text
Amount of planning
Lectures and talks often have clear marks of organization. They have what arecalled advance organizerswords and phrases that give listeners advance
notice of what they will hear (e.g. I will first deal withthen, I will go on to, I
will conclude withI wish to talk about three issues: onetwothree). They
also contain summaries to remind listeners of the gist of what they have heard
before the speaker moves on to the next phase (e.g. So far we have looked at
how chocolate is made, now we will move on to who makes chocolate and for
whom). All this makes pre-planned talks easier than unplanned or
spontaneous speech like conversations.
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Amount of performance features present
Texts that are spontaneous, for example, have more false starts, incomplete
sentences, etc. This makes them more difficult than scripted texts that do not
have any of these features.
Amount of support available
For example, in face-to-face communication, the listener can use the speakers
gestures, facial expressions, etc. to help him understand. When children listen
to stories while looking at pictures that illustrate the characters and events in
the story, the pictures help them to understand the words they do not
understand.
Level of sophistication of language
Texts with words and structures beyond the listenersunderstanding should be
avoided. This does not mean that no unfamiliar words or structure should be
found in the text. If the hard words make the text challenging, that is good. If
there are so many of them that the task becomes frustrating then it is time to
leave the text or to simplify it.
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Length of text
Although length alone is not a good indicator of the level of difficulty of a text,
try not to use very long texts. They tire the listener and put a strain on his short
term memory.
3. Content of text
Relevance
It is very important to choose texts that are relevant to pupils interest level,
their maturity and the communicative need for English.
Difficulty of argument or concepts
Remember that a short text with many difficult ideas may be harder than a
long text with very few ideas. It is this feature of content that makes a lecturemore difficult than a conversation. Conversations seldom have difficult
concepts in them, whereas lectures, because their purpose is to teach, often
have many new ideas that the listener must understand and remember.
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Redundancy
Texts where ideas are repeated in many different ways (e.g. by giving examples,
by saying the same thing in a different way, etc.) are easier that texts where
there is no repetition of ideas.
Unfamiliarity of content
When the topic that is being discussed is unfamiliar to the learner, e.g. because
it is from a different culture, the listener will have difficulty understanding what
he hears. He will not have enough previous knowledge to help him understandthe new information.
4. Listeners
Level of language proficiency
You must always keep this in mind when choosing listening input. Listening to
a text with too many difficult words and sentences that are long and complex
can be a very frustrating experience.
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Attention span
Younger and less able pupils generally cannot concentrate for very long. You
must bear this in mind when you decide on the length of your listening input.
Interest
This affects the motivation of the learner and the amount of effort he is likely to
put into the learning task. This is, perhaps the most important thing of all to
remember when choosing listening input. Such factors as the age and sex of the
learner will affect interest and therefore would have to be borne in mind indetermining what kind of input will interest the pupils.
Previous knowledge
If the listener has very little or no previous knowledge of the content of the text
or of the form of it (e.g. poem) then this would make it very difficult for him tounderstand the text and to respond to it.
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5. Situation
Amount of background noise
In real life listening, there is often a lot of noise in the background. We learn to
make sense of what we hear, in spite of the noise. However, the ability to copewith noise comes at a rather late stage in language learning. When pupils are in
the earliest stages of learning, distinguishing the sounds of the new language
above the noise in the background may be very frustrating.
Number of chances for listening to the input
How many times a listener can listen to the input also affects the difficulty of a
listening task. At the earliest stages, taped input may be good, as this allows
the pupil to listen to the input as many times as he needs. At the later stages,
learners need to cope with listening to the input only once. This is because
most times we only get to listen to the input once in real life.
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6. Task
Difficulty of task
One factor that you also need to consider is what the pupil is required to
do while or after listening to the tape. One way of simplifying a listening
task is to make the expected outcome very simple, e.g. to find out whichitems on a list the speaker mentions.
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GUIDELINES/PRINCIPLES FOR TEACHING LISTENING
Build-up your pupilsskills and self-confidence by doing the following:
Make sure pupils understand clearly what they are expected to do before they
start on any activity.
Provide a context for listening. Tell them, for example, what kind of text they are
going to listen to (a talk, a story, etc.) and where it takes place (e.g. in a small
town in East Malaysia, at a party).
Pupils can listen to the same listening input many times, each time for a
different purpose. Make sure that pupils know what they are listening for each
time.
When pupils listen to the input for the first time, set them some straightforward
questions which will help them to get a grasp of the overall text. You can, for
example, ask questions about the main information content (who the speakers
are, what they are talking about, etc.)
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Prepare your pupils for the main listening task by doing plenty of pre-listening
tasks which will help them succeed in whatever kind of listening task they are
required to do.
Ask questions or set tasks that are appropriate for the level of proficiency of the
student and type of text.
Listening and writing at the same time is difficult. Use formats that require
minimum writing, e.g. filling in gaps, completing statements; MCQ, true/false,
circle the best answer, etc.
Arrange the questions in the order in which the answers appear on the tape.
Do not ask questions on information closely packed together on the tape.Otherwise, while the student is recording his answer to one question, the
answer to the next question would come on the tape and he would risk missing
the information.
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Give students a chance to read through the questions before they listen to the
tape. This will give them a purpose for listening and cue them on what to look
out for. It also saves them from having to read the questions and listen to the
tape at the same time.
Many listening comprehension exercises concentrate almost entirely on
comprehension of facts. Make sure that at least some of your questions require
higher order skills (e.g. I think the writer is wrong because; The following facts
make me think that the story took place in a cold country
;) as well as anemotional response (e.g. I like the speaker because)
Decide on the number of times the students would be able to listen to the
listening input and inform them of your decision from the very outset. At the
earliest stages, pupils should be allowed to listen to the tape as many times asthey want but as they progress, they need to move towards listening to the tape
only once.
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Help the pupils to gain confidence by encouraging them to ignore the bits they
do not understand so long as they understand enough to do the task required to
them.
If you should used audio input with more than one speaker, make sure that
distinguishing between one speaker and another is not difficult especially for
beginners and intermediate students. One way of doing this is to have people
with very different voices, e.g. male and female voices.
Check all recorded material before you get the pupils to listen to it. Scanning a
transcript is not enough. A transcript will not, for example, give you any idea of
the speed of delivery or accent of the speaker.
Ensure that the quality of your tape (if you are using a tape) is excellent, exactlythe way you want it. Otherwise students may be dealing with things you dont
think they should handle at their stage of learning, e.g. background noise in a
tape for beginners.
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Choose a period that is suitable for a listening lesson. Do not, for example,
try teaching listening when a netball game is going on right outside your
class.
Do your best find listening input and listening tasks that pupils enjoy doingand make sure that there is a very high likelihood that most, if not all, the
pupils will be able to do what they have been asked to do successfully. This
is very important in nurturing a positive attitude to listening.
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TEACHING-LEARNING STRATEGIES
Strategies for beginners
Length of input
Do not give more than one to three minutes worth of listening materials to
process at any one time.
Type of input
a. Use teacher-made material with the following features: short basic sentences,
clear pronunciation, small stock of words, no background noise.
a. Select words/ideas/events that can be visually supported (e.g. actions,
objects, colours, feelings, number). One very important group of words and
structures that a pupil at this stage will have to learn to listen to and
understand are words related to objects in the classroom and the kinds of
language used in English classes. For example, chalk, chair, stand-up, take out
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your books, close your bag, etc. Introduce new words and structures only after
have repeated the old ones many times in different contexts.
c. Use a great deal of visual support in the form of pictures, gestures, facial
expressions and dramatization. You can even use a full story in a beginners
class if you took a story with a very simple story line and repeating structures
and supported your telling of the story with lots of gestures, facial
expressions and acting. Stories like Cinderella, Christmas Carroll can be usedfor this purpose.
d. In addition to global listening exercises, conduct also activities that focus on
specific aspects of listening, e.g. minimal pair discrimination, distinguishing
between questions and statements using intonation patterns. Systematicdevelopment of these skills will help the pupil in dealing with the listening
comprehension tasks he has to do.
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Speed of delivery
Do not slow down your speech too much. This does not help the pupils. Instead,
it prevents them from learning the natural rhythms and phraseology of English.
Outcome of listening
Do not expect full comprehension. Get pupils to be satisfied with adequate,
rather than full understanding. Build in a lot of redundancy so that pupils can get
the answers without too much difficulty or anxiety. Look, for example, at the
number of different pieces of information that will help the pupil to get theanswer to the question in the following exercise:
Example
Is Amir an adult or a child?
Amir was six feet tall. His children called him a giant. His wife was only five feet
tall. She worked in the same office as Amir.
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Strategies for Intermediate Learners
Length of input
They can listen to longer stretches of, say, 5 to 10 minutes each time.
Type of input
a. Their listening input can include two-way communication with more than one
speaker.
b. The major portion of the input should be educated English either in Americanor British English.
c. At least some of the input must be authentic or semi-scripted so that they can
develop strategies for dealing with normal speech.
d. When you first introduce non-scripted, authentic material, make sure there is a
lot of redundancy. This is to make sure students can get the correct answer to
the questions given to them even if the background noise and other features of
authentic speech distract them.
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e. With less proficient students, the listening input can be given in two versions:
authentic and edited. Students could listen to the edited version first. This
would give them a chance to get a good grasp of what the listening text is
about. Then, they can listen to the authentic text. The teacher can direct their
attention to features of performancehesitations, false starts, fillers, etc. insuch a way that they learn to see them as an integral part of learning to cope
with real spoken communication.
f. At this level, pupils still need guided practice in specific aspects of the listening
skill. Introduce the more difficult sub-skills, e.g. distinguishing between marked
and unmarked stress, shortening the vowels in function words and swallowingof word endings (e.g. the shortening of can in the sentence, I can do that, or
the near disappearance of the ed in missed in the sentence, I missed the
train.) The way words fuse into one another in normal speech (e.g. Do you
mind? would sound like dju mind?) can also be taught at this stage.
g. At the level of global comprehension, you can see questions that focus ondiscourse level (e.g. at the level of paragraph or argument) and not focus
entirely on sentence level comprehension. Questions can therefore focus on
such skills as predicting outcomes and drawing conclusions.
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STRATEGIES FOR ADVANCED LEARNERS
1. Use a variety of authentic texts, ensuring that the major genres are present.
Select the kinds of texts that are useful for the studentspresent and future
needs.
2. At all stages, task-oriented listening is recommended but at this stage, a major
part of the work should be task-based.
3. Development of micro skills can still proceed. More work should be done in
areas to have problems, e.g. in recognizing intonation differences.
4. Students should be given practice in listening to all the major varieties of
English, e.g. British English, American English, Australian English, etc. Wherestudents are quite good, they should also be given practice in coping with non-
native varieties of English, e.g. African English, Indian English, Filipino English
and Singaporean English.
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PLANNING A LISTENING LESSON
Stages in a listening lesson
Pre-listening stage
During this stage the teacher does one or more of the following things:
1. tries to rouse the studentsinterest in what he is about to listen.
2. makes the student actively aware of information/experiences, etc. that would
be useful in helping him understand what he will hear.
3. does various things that help students to acquire or revise the language that
would be necessary for him to understand the listening input.
4. gives pupils a purpose for listening.
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Some common types of activities during pre-listening stage
a. Informal teacher talk and class discussion;
b. Looking at pictures and talking about them;
c. Making lists of possibilities/suggestions, etc;
d. Reading a related text;
e. Reading through question students need to answer while listening;
f. Predicting outcomes;
g. Previewing the language
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While listening stage
This is the center of focus of the lesson. The activities in this stage contain the
teaching points the teacher wishes to deal with in the lesson. This part may
contain just one activity or it may contain a number of related or steppedactivities.
Some common types of activities during this stage
a. Answering multiple-choice questionsb. True/false questions
c. spotting mistakes
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Post-listening stage
At this stage, students may be given tasks that are spin-offs of the main
activity. For example, pupils may discuss how the information/story theyhave listened to, relates to their own views on the subject (speaking) or
they may be asked to write a letter to the speaker expressing a personel
response to what the speaker said (writing), etc.
Some common types of post-listening activitiesa. Extending lists given in the main activity from students own
experiences/knowledge, e.g. if students heard a talk on solar energy, they
could be asked to think of other renewable sources of energy.
b. Extending notes into full-fledged written assignments or as basis for
speech.
c. Using information obtained from listening for problem-solving.
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