teaching listening for advanced

8/10/2019 Teaching Listening for Advanced

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CHAPTER I

INTRODUCTION

A. General Concept of ListeningListening is probably the least explicit of the four languageskills, making

it the most difficult one to learn. It is evident that children listen and respond

to language before they learn to talk. 1 When it is time for children to learn to

read, they still have to listen so that they gain knowledge and information to

follow directions. In the classroom, students have to listen carefully and

attentively to lectures and class discussions in order to understand and to

retain the information for later recall.Shelton defines listening is a demanding process. Learners must be able

to deal with different accents or pronunciations, unfamiliar lexical items and

syntactic structures, competing background noise, and also make a conscious

effort to not switch off! or become distracted while listening. "ll of this

must be achieved and dealt with more or less simultaneously in order to

identify and understand the meaning in any given message. #

$urthermore, %urdy &1''1( offers a definition of listening as giving anassign meaning to the stimuli received from the brain. ) It allows learners to

build relationship, develop intellectually, and control their environment.

Listening is an active, conscious process that re*uires pattern recognition and

differencing.+oreover, unan &1'-' as cited in ichards and enandya( assumes that

listening is the /inderella skill in second language learning. Listening is

assuming greater and greater importance in foreign language classrooms. 0 In

addition to this, as ost &1''0, p. 101 10#( points out, listening is vital in the

1 2haderpanahi, Leila, 3sing "uthentic "ural +aterial to 4evelop Listening/omprehension in the 5$L /lassroom.! English Language Teaching vol. 6 G#(8 109.

2 Shelton, Scott, Teaching Listening for Advanced Learners: Problem and Solution ,retrieved from8 : http8;;www.developingteachers.com;articles


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language classroom because it provides input for the learner. Without

understanding input at the right level, any learning simply cannot begin.?he importance of listening in language learning can hardly be

overestimated. In classrooms, students always do more listening than

speaking. 6 Listening comprehension is universally larger! than speaking

competence. It has not always drawn the attention of education than recently.

B. Definition of Teaching Listening for A !ance?eaching listening for advanced is derived from three main words,

namely teaching, listening and advanced. "ccording to >xford 4ictionary,

teaching is the act of giving lessons to students in a school, college or

university in order to help them learn something by giving information about

it. While listening is defined as taking noticed and paying attention to what

somebody says. Lastly, advanced is the state off being at a high or difficult

level. 9 ?hen, it can be assumed that teaching listening for advanced is the

process of giving listening lessons for the highest level of learners i.e.

advanced level.Dowever, advanced, according to /ambridge "dvanced LearnerEs

4ictionary, advanced is a state of being at a higher and more difficult level. F

?herefore, the students would definitely be doing work of higher standard

than is usual for students at any other stages in the education.?eaching listening can be hard for both teachers and students. Students

who are fine with speaking at their own pace and reading may have trouble

listening to a recording that is a regular speed conversation. Listening is often

confusing for an 5nglish learner.

?he pedagogy of listening is one of the least understood, least exploredareas in the field of 5$L;5SL. Listening is often referred to as outher most

important language skill, perhaps because of the considerable amount of time

spent on doing it. ?he importance of listening and listening skills

5 Grown, D. 4ouglas, Teaching b" Principle: An Interactive Approach to Language Pedagog" . & ew Bersey8 %rentice Dall egents, 1''0(, p. #)).

6 Dornby, " S. #$ford Advanced Learner%s Dictionar" , - th 5dition. & ew Hork8 >xford

3niversity %ress, #717(, p. 16)1, #1, -9-.7 /ambridge "dvanced LearnerEs 4ictionary, ) rd 5dition, app.


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development in the process of ac*uiring language proficiency features

prominently in the scholarly literature of 5$L;5SL. - ?eaching listening for advanced is not as easy as pie. ?he ma ority of

advanced learners have many of the same problems that beginners and

intermediate learners have. ?hey may understand more as a general rule, but

still have gaps in their understanding and experience difficulties in

comprehension in less than optimum listening situation. 3r &1'-0( points out

several potential problems areas that may be faced by advanced learners in

listening comprehension course, namely8

1. Listening the sounds#. 3nderstanding intonation and stress). /oping with redundancy and JnoiseE0. %redicting6. 3nderstanding vocabulary &mostly collo*uial(9. 3nderstanding different accentsF. & ot( using visual or environmental clues-. $atigue. '

In conclusion, as one of the ma or sub ects in language teaching, listening

does need to be given more attention. ot only does listening lead all other

courses such as speaking, reading and writing, but also it is always being the

main part in their everyday lives.

CHAPTER II

E"PLANATION

A. #in of Teaching Listening for A !ance Darmer MF( in his book The Practice of English Language Teaching ,

stated that there are two kinds of teaching listening for advanced, namely

8 Laclare, 5lton C owberry, Bon, 3sing +oodle for Listening Skills 4evelopment.! Proceedings of !oodle !oot &apan '()* , +oodle "ssociation of Bapan, #710, p. ))F.

9

3r, %enny, Teaching Listening comprehension , &/ambridge8 /ambridge 3niversity%ress, 1'-0(, p. #7.


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extensive and intensive listening. Learners can improve their listening skills,

along with gaining valuable language input, through a combination of

extensive and intensive listening material and procedures. Listening of both

kind is especially important since it provides the perfect opportunity to listen

voices other than the teacherEs, enables learners to ac*uire good speaking

habits as a result of the spoken 5nglish they absorb, and helps improve their

pronunciation.$. E%tensi!e listening

5xtensive listening involves a teacher that encourages the learners to

choose for themselves what they listen to and to do so for pleasure andgeneral language improvement. 5xtensive listening helps learners ac*uire

vocabulary and grammar and also make them better listeners. 5xtensive

listening will usually take place outside the classroom such as in the

studentsE home, car, or on personal +%) players which they can bring any

time.+aterial for extensive listening can be obtained from a number of

sources. >ne of the most effective materials is an audio version of reading

text on cassette or /4. ?hese provide ideal sources of listening material.

+any students will en oy reading and listening at the same time, using a

source both in a book form and on an audio track.In order to encourage extensive listening teacher can have students

perform a number of tasks. ?hey can record their responses to what they

have heard in a personal ournal, or fill in the report forms which we have

prepared, asking them to list the topic, assess the level of difficulty, and

summari@e the contents of a recording. ?he purpose of this or any other tasks is to give students more and more reasons to listen. If they can then

share their information with colleagues, they will feel they have

contributed to the progress of the whole group. ?he motivational power of

such feelings should not be underestimated.&. Intensi!e listening

In the intensive listening, teacher might employ audio materials.

Dowever, using audio material still has advantages and disadvantages.

4espite the disadvantages, teacher still need to use recorded material at

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various stages in a se*uence of lessons. In order to counteract some of the

potential problems, teacher need to check audio and machine *uality

before taking them into class."nother way of ensuring genuine communication is live listening,

where the teacher and;or visitors to the class to talk to the students. ?his

has obvious advantages since it allows them to practice listening in face

to face interactions. Students can also, by their expressions and demeanor,

indicate if the speaker is going too fast or too slowly. "bove all, they can

see who they are listing to and respond not ust to the sound of someoneEs

voice, but also to all sort of prosodic and paralinguistic clues. 17$or advanced learners, teacher might use several forms of live

listening such as story telling, interviews, conversations, and reading

aloud. Live listening is also re*uired certain roles of the teacher. "lthough

this is purposed for advanced learners, the teacher should also take

important roles such as the organi@er, machine operator, feedback

organi@er, and prompter.B. T'pe of Teaching Listening for A !ance

?here are many types of listening, which can be classified according to anumber of variables, including purpose for listening, the role of the listeners,

and the type of text being listened to. ?hese variables are mixed in many

different configurations, each of which will re*uire a particular strategy on

the part of the listener. Listening purpose is an important variable. In

designing listening tasks, it is important to teach learners to adopt a flexible

range of listening strategies. ?his can be done by holding the listening text

constant and getting learners to listen to the text several times .11

>n the other hand, %urdy &1''1( offers five types of listening employed

in varying conditions as follows81. 4iscriminative, having an awareness of the speakerEs mood and intention.#. /omprehensive, for understanding and learning.). /ritical;evaluative, for making a decision and assessing the logic of what

is heard.

10 Darmer, Beremy. The Practice of English Language Teaching , 0 th 5dition. &5ngland8

%earson 5ducation Longman, #77F(, p. )7) )7F.11 ichards, Back /., C enandya, Willy "., #p+ cit+, p. #)'.


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0. ?herapeutic, showing empathy without udging and helping others feel

better.5. "ppreciative, for en oyment and relaxation. 1#

$urthermore, exercise types of listening for advanced learners can be

divided up into several goals, among others8

1. Use feat(res of sentence stress an !ol()e to i entif' i)portant

infor)ation for note ta*ing. ?he learners listen to a number of sentences

and extract the content words, which are read with greater stress. ?hen,

they write down the content words as notes.#. Beco)e a+are of sentence le!el feat(res in lect(re te%t. ?he learners

listen to a segment of a lecture while reading a transcript of the material.

?hey are supposed to notice the incomplete sentences, pauses, and verbal

fillers.). Beco)e a+are of organi,ational c(es in lect(re te%t. ?he learners look

at a lecture transcript and circle all the cue words used to enumerate the

main points. ?hen they listen to the lecture segment and note the

organi@ational cues.0. Beco)e a+are of le%ical an s(pra-seg)ental )ar*er for efinitions.

?he learners read a list of lexical cues that signal a definition. +oreover

they also listen to signals of the speakerEs intent such as rhetorical

*uestions.6. I entif' specific points of infor)ation. ?he learners read a skeleton

outline of a lecture in which the main categories are given but the specific

examples are left blank. ?hen, they are supposed to listen to the lecture

and find the information that belongs to the blanks.9. Use the intro (ction to the lect(re to pre ict its foc(s an irection.

?he learners listen to the introductory section of a lecture then reading a

number of topics on the answer sheet and choosing the topic that best

expresses what the lecture will discuss.F. Use the lect(re transcript to pre ict the content of the ne%t section.

?he learners read a section of a lecture transcript. ?hey are supposed to

12 ?omors@ki, Aristen ., #p+ cit, p. # ).


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stop reading at a uncture point and predict what will come next then they

read on to confirm the prediction.-. in a )ain i ea of a lect(re seg)ent. ?he learners listen to a section of

a lecture that describes a statistical trend. While listening, look at three

graphs that show a change over time and select the graph that best

illustrates the lecture.'. Use inco)ing etails to eter)ine the acc(rac' of pre ictions a/o(t

content. ?he learners listen to the introductory sentences to predict some

of the main ideas they expect to hear in the lecture. ?hen they listen to the

lecture as it played. ?hey are supposed to note whether the instructor talksabout the points they predicted. If she;he does, then they note a detail

about the point.17. Deter)ine the )ain i eas of section of a lect(re /' anal'sis of the

etails in that section. ?he learners listen to a section of a lecture and

take notes on the important details. ?hen they relate the details to form an

understanding of the main points in that section.11. 0a*e inferences /' i entif'ing i eas on the sentence le!el on that

lea to e!al(ati!e state)ents. ?he learners listen to a statement and takenotes on the important words. ?hey indicate what further meaning can be

inferred from the statement. ?hey also indicate the words in the original

statement then decide which one serves to cue the interference.1#. Use *no+le ge of the te%t an the lect(re content to fill in )issing

infor)ation. ?he learners listen to lecture segment to get the gist. ?hen

they listen to a statement from which words have been omitted. ?hey are

re*uired to use their knowledge of the text and of the general content,

then fill the missing information.1). Use *no+le ge of the te%t an the lect(re content to isco!er the

lect(rer1s )isstate)ents an to s(ppl' the i eas that he2she )eant to

sa'. ?he learners listen to a lecture segment that contains an incorrect

term. ?hen, they write the incorrect term and the term that the lecturer

should have used. $inally, the learners indicate what clues helped them

find the misstatement. 1)

13 Grown, D. 4ouglas, #p+ cit , p. #0' #67.


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Dowever, these types of listening exercises should be achieved by the

students step by step in order to have the students comprehend the materials

fully. In addition, the teacher should also play the main role in the class.

C. Characteristics of Teaching Listening for A !ance?he theoretical, empirical, and practical aspects of listening

comprehension should have been set out. Listening classrooms need to

develop both bottom up and top down listening skills in learners. Such an

approach is particularly important in classrooms where students are exposed

to substantial amounts of authentic data, because they will not &and should not

expect to( understand every word. In summary, an effective listening course

will be characteri@ed by the following features.1. ?he materials should be based on a wide range of authentic texts,

including both monologues and dialogues.#. Schema building tasks should precede the listening.). Strategies for effective listening should be incorporated into the materials.0. Learners should be given opportunities to progressively structure their

listening by listening to a text several times and by working through

increasingly challenging listening tasks.6. Learners should know what they are listening for and why.9. ?he task should include opportunities for learners to play an active role in

their own learning.F. /ontent should be personali@ed. 10

?he role of the teacher and the learners should both understand those

characteristics in order to make the learning process run well. +oreover, these

characteristics should also be the main guideline for both learners and teacher.

D. Principles of Teaching Listening for A !ance?here are several principles underlying the process in teaching as follow.

$. In an interacti!e3 fo(r-s*ill c(rric(l()3 )a*e s(re that 'o( on1t

o!erloo* the i)portance of techni4(es that specificall' e!elop

listening co)prehension co)petence.If the curriculum is strongly content based, or otherwise dedicated to

the integration of skills. emember that each of the separate skills14 ichards, Back /., C enandya, Willy "., #p+ cit+, p. #61.


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deserves special focus in appropriate doses. It is easy to adopt a

philosophy of ust let ting students experience! language without careful

attention to component skills. Gecause aural comprehension itself cannot

be overly !observe!, teacher something incorrectly assume that the inp(t

provided in the classroom will always be converted into inta*e. ?he

creation of effective listening techni*ues re*uires studied attention to all

the principles of listening already summari@ed in this chapter.

&. Techni4(es sho(l /e intrinsicall' )oti!ation."ppeal to listener personal interests and goals. Since background

information &schemata( is an important factor in listening, take into fill

account the experiences and goals and abilities of your students can be

both facilitating and interfering in the process of listening. ?hen, once a

techni*ue is launched, try to feel self propelled toward its final ob ective.

5. Techni4(es sho(l (tili,e a(thentic lang(age an conte%t."uthentic language and real world task enable students to see the

relevance of classroom activity to their long term communicative goals.

Gy introducing natural text rather than concocted, artificial material,

students will more readily dive in to the activity.6. Caref(ll' consi er the for) to listeners1 responses

/omprehension itself is not externally observable. We cannot peer into

a learnerEs brain through a little window of some kind and empirically

observe exactly what is stored there after someone else has said

something. We can overt responses &verbal or nonverbal( to speech. It is

therefore important for teacher to design techni*ues in such a way that

studentsE responses indicate different ways that we can check listenersE

comprehension8 4oing the listener respond physically to a command /hoosing the listener selects from alternatives such as picture,

ob ect, texts ?ransferring the listener draws a picture of what is heard "nswering the listener answer *uestions about the message /ondensing the listener outlines or takes notes on a lecture

5xtending the listener provides an ending to a story heard


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directions since both can offer keys to determining the meaning of spoken

discourse. 16

Dowever, this principles, in a communicative, interactive context, teacher

is supposed to dwell too heavily on the bottom up. $or to do so may hamper

the development of a learnerEs all important automaticity in processing

speech.

E. Proce (res of Teaching Listening for A !ance$rom the late 1'97s, practitioners recogni@ed the importance of listening

and began to set aside time for practicing the skill. " relatively standard

format for the listening lesson developed at this time8Pre-listening. %re teaching of all important new vocabulary in the

passage.Listening. Includes extensive listening &followed by general *uestions

establishing context( and intensive listening &followed by detailed

comprehension *uestions(.Post-listening. "nalysis of the language in the text & -h" did the spea.er

use the present perfect/ ( Listen and repeat8 teacher pauses the tape,learners repeat words. 19

Dowever, the following eight processes are the procedures offered by

Grown are all involved in comprehension, with the exception of the initial and

final processes below, no se*uence is implied hereK they all occur. If not

simultaneously, then in extremely rapid succession. eurological time must

be viewed in term of microsecond.

1. ?he hearer processes what weEll call raw speech! and holds an image!

of it in short term memory. ?his image consist of the constituents &phrases,

clauses, cohesive markers, intonation and stress patterns( of a stream of

speech.#. ?he hearer determines the type of speech event that is being processed.

?he hearer must, for example, ascertain whether this is a conversation, a

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Grown, D. 4ouglas, #p+ cit , p. #00 #09.16 ichards, Back /., C enandya, Willy "., #p+ cit+, p. #0#.


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speech, a radio, broadcast, etc., and then appropriately! color! the

interpretation of the perceived message.). ?he hearer infers the ob ectives of the speaker through consideration of the

type of speech event, the context and content. So, for examples, one

determines whether the speaker wishes to persuade. ?o re*uest, to

exchange pleasantries, to affirm, to deny, to inform, and so forth. ?hus the

function of the message in inferred.0. ?he hearer recall background information &or schemata see chapter 19

for more on this( relevant to the particular context and sub ect matter. "

lifetime of experiences and knowledge are used to perform cognitiveassociations in order to bring a plausible interpretation to the message.

6. ?he hearer assigns a literal meaning to the utterance, this process involves

a set of semantic interpretations of the surface strings that the ear has

perceived. In many instances, literal and intended meanings match. So, for

example, if one of your students walks into your office as you are madly

grading papers and says she has a *uestion that she would appreciate your

answering. ?hen says do you have the time ! the literal meaning &do you

possess enough time now to answer me( is appropriate however, this

process may take on a peripheral role in cases where literal meanings are

irrelevant to the message, is in metaphorical or! idiomatic! language. If,

for example, a stranger sitting beside you in a bus has been silent for a

period of time and then says.! 4o you have the time! the appropriate

response is not a! yes! or a no! but rather itEs *uarter to nine! or

whatever second language learners must, in interpret correctly.

9. ?he hearer assigns an intended meaning to the utterance. ?he person onthe bus intended to find out what time of day it was, even though the literal

meaning didnEt directly convey that message. Dow often do

misunderstandings stem from false assumptions that are made on the

hearerEs part about the intended meaning of the speaker " key to human

communication is the ability to match perceived meaning with intended

meaning. ?his match making. >f course, can extend well beyond simple

metaphorical and its breakdown can be caused by careless speech,


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inattention of the hearer, conceptual complexity, contextual miscues,

psychological barriers, and a host of other performance variables.F. ?he hearer determines whether information should be retained is short

term or long term memory. Short term memory a matter of a few second

is appropriate, for example, in contexts that simply call for a *uick oral

response from hearer. Long term memory is more common when, say you

are processing information in a lecture. ?here are, of course, many points

in between.-. ?he hearer deletes the form in which the message was originally received.

?he words and phrase and sentences themselves are *uicklyforgotten pruned! in '' percent of speech acts. Hou have no need to

retain this short of cognitive clutter.! Instead the important information, if

any is retained conceptually. 1F

In addition, it should be clear from the foregoing that listening

comprehension is an interactive process. "fter the initial reception of sound,

we human beings perform at least seven other ma or operations on that set of

sound waves in conversational setting, of course, immediately after the

listening stage, further interaction takes place as the hearer then becomes

speaker in a response of some kind. "ll of these processes are important for

you to keep in mind as teaching. ?hey are all relevant to a learnerEs for

listening, to performance factors that may cause difficulty in processing

speech, to overall principles of effective listening techni*ues, and to the

choices you make of what techni*ues to use and when in your classroom.

. Ho+ to Appl' Teaching Listening for A !ance?eaching listening for advanced is considered the highest level of

teaching listening. In the teaching listening for advanced, the learners would

focus on teaching listening as comprehension, also called proficiency level.

?his view of listening is based on the assumption that the main function of

listening in second language learning is to facilitate understanding of spoken

discourse. ?wo different kinds of processes are involved in understanding

17 Grown, D. 4ouglas, #p+ cit , p. #)6 #)9.


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spoken discourse. ?hese are often referred to as bottom up and top down

processing. 1- $. Botto)-(p processing

Gottom up processing refers to using the incoming input as the basis

for understanding the message. /omprehension begin with the received

data that is analy@ed as successive levels of organi@ation M sounds, words,

clauses, sentences, texts M until the meaning is derived. /omprehension is

viewed as a process of decoding. ?he listenerEs lexical and grammatical

competence in a language provides the basis for bottom up processing.

?he input is scanned for familiar words, and grammatical knowledge isused to work out the relationship between elements of sentences. /lark

and /lark &1''F( summari@e this vies of listening in the following way8a. Learners take in raw speech and hold a phonological representation of

it in working memory. b. ?hey immediately attempt to organi@e the phonological representation

into constituents, identifying their content and function.c. ?hey identify each constituent and then construct underlying

propositions, building continually onto hierarchical representation of

propositions.d. >nce they have identified the propositions for a constituent, they

retain them in working memory and at some point purge memory of

the phonological representation. In doing this, they forgot the exact

wording and retain the meaning. 1'

Dowever, teaching bottom up processing to the advanced learners

re*uires the learners to have a large vocabulary and a good working

knowledge of sentence structure to process texts bottom up. 5xercise that

develop bottom up processing help the learner to do such thing as the

following8

a. etain input while it is being processed b. ecogni@e word and clause divisions

18 ichards, Back /., Teaching Listening and Spea.ing: 0rom Theor" to Practice ,&/ambridge8 /ambridge 3niversity %ress, #77-(, p. 0.

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/lark and /lark, Ps"cholog" and Language: An introduction to Ps"cholinguistics ,& ew Hork8 Darcourt Grace Bovanovich, 1'FF(, p. 0'.


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c. ecogni@e key wordsd. ecogni@e key transitions in a discourse

e. ecogni@e grammatical relationship between key elements insentences

f. 3se stress and intonation to identify word and sentence functions.

$urthermore, in the language classroom, examples of the kind of tasks

that develop bottom up listening skills re*uire listeners to do the

following kinds of things8

a. Identify the referents of pronouns in an utterance

b. ecogni@e the time reference of an utterancec. 4istinguish between positive and negative statementsd. ecogni@e the order in which words occurred in an utterancee. Identify se*uence markersf. Identify key words that occurred in a spoken textg. Identify which modal verbs occurred in a spoken text.

&. Top- o+n processing?op down processing, on the other hand, refers to the use of

background knowledge in understanding the meaning of a message.

Whereas bottom up processing goes from language to meaning, top down

processing goes from meaning to language. ?he background knowledge

re*uired for top down processing may be previous knowledge about the

topic of discourse, situational or contextual knowledge, or knowledge in

the form of schemata! or scripts! M plans about the overall structure of

events and the relationship between them.+uch of humanEs knowledge of the world consist of knowledge about

specific situations, the people that someone might expect to encounter in

such situations, what their goals and purposes are, and how typically

accomplish them. Likewise, the knowledge of thousands of topics and

concepts, their associated meanings, and links to other topics and

concepts. In applying this prior knowledge about things, concepts, people,

and events to a particular utterance, comprehension can often proceed

from the top down. ?he actual discourse heard is used to confirm

expectations and to fill out details.


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In addition, teaching top down processing for advanced learners

involves several exercises that may develop the learnerEs ability to do the

following8a. 3se the key words to construct the schema of a discourse

b. Infer the setting for a textc. Infer the role of the participants and their goalsd. Infer causes and effectse. "nticipate *uestions related to the topic or situation

Gesides, the following activities develop top down listening skills8

a. Students generate a set of *uestions they expect to hear about a topic,

then listen to see if they are answered. b. Students generate a list of things they already know about a topic and

things they would like to learn more about, then listen and compare.c. Students read one speakerEs part in a conversation, predict the other

speakerEs part, then listen and compare.d. Students read a list of key points to be covered in a talk, then listen to

see which ones are mentioned.e. Students listen to part of a story, complete the story ending, then listen

and compare endings.f. Students read news headlines, guess what happened, then listen to the

full news items and compare.

In real world listening, both bottom up and top down processing

generally occur together. +oreover, successful listeners use both bottom up

and top down strategies. #7 ?he extent to which one or the other dominates

depends on the learnerEs familiarity with the topic and content of a text, the

density of information in a text, the text type, and the learnerEs purpose inlistening. " typical lesson in current teaching materials involves a three part

se*uence consisting of pre listening, while listening, and post listening and

contains activities that link bottom up and top down listening &$ield, 1''-(.

?he pre listening phase prepares students for both top down and bottom

up processing through activities involving activating prior knowledge,

20

unan, 4avid, Language Teaching !ethodolog" , &London8 %rentice Dall, 1''-(, p.#6


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1. 0ain ai); ?o provide input on listening tasks through the vehicle of a

listening task itself, i.e. NLoop inputN, and provide practice in listening for

specific information in an exam type format.2. 8(/si iar' ai)s; ?o raise awareness of exam strategies for the listening

portion of the exam, provide practice in listening for gist, predicting

before listening, collaborative speaking and intensive reading.3. Ass()e *no+le ge; " general familiarity with listening task procedures

derived from previous in class practice.

Teaching planning;

1. Some of the students in attendance have oined the group recently, and

have not had as much exposure to and practice with the listening portion

of the exam format as others who have been with the group since >ctober.

?eacher suspects that in the warmer stage, where he will ask the students

to discuss what they know about it, the newer ones may have little to say

and have a difficult time coming up with any tips for others. ?he solution

will be pairing or grouping the newer and less experienced students with

the ones who have been in the class longer, as they should be able to

provide some of the information that the others may lack. It should be

noted, as well, that it is not essential nor even desirable that everyone be

completely familiar with the exam format in great detail, as the absence of

knowledge should encourage them to listen carefully to others that have

ideas and remain engaged throughout the lesson.#. ?he recording that is going to be used in the lesson is homemade and the

*uality may be less than what the students are used to listening to, andtherefore this may make it more difficult to understand and follow. ?he

conversation is also *uite natural and contains many of the features of

natural conversational speech that the students often find difficult, such as

topic shift, turn taking, collo*uialisms, redundancy, false starts, and

features of connected speech. "lthough not all of these potentially

difficult features are ones that can be compensated for in the lesson itself,

teacher is supposed to reduce the difficulties inherent in following a


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recorded conversation on a potentially unfamiliar sub ect by giving the

class the opportunity to activate any background knowledge they do have

&collectively( in the warmer stage, and in that way make it easier on them

when they listen for the first time, activating their OschemataO, or OscriptO to

aid their understanding. In the same way, by giving them very general

information OgistO *uestions to focus on before the first listening, and

allowing them to predict associated lexical items, teacher is supposed to

give them a purpose for listening as well as aids to better follow and

understand the conversation.). ?he multiple choice task, which is in exam style format, may prove to be

*uite difficult for some of the OweakerO students as the *uestioning is

purposefully somewhat complicated. "nd as teacher has previously

mentioned, the conversation is *uite natural in speed and in

conversational speech features that may make it difficult for the weaker

students to easily Opull outO, as it were, the information re*uired to answer

the *uestions. Gy breaking down the five main topics covered

chronologically in the taped conversation into five *uestions, teacher issupposed to make the task reasonably accessible even for the OweakerO

students in the class. "lso, by encouraging everyone to predict and

underline key words in the time before they listen a second time, teacher

is supposed to simplify the processing load and improve their chances of

success. In the unlikely event that the ma ority of the class found the

taped conversation and listening tasks simply too hard to do, the teacher

might have to make ad ustments. >ne such ad ustment could be to break down the tape into sections and play each one at a time. ?his would

potentially throw the timing of the lesson off but because the students

must come first, it could turn out to be the appropriate action to take.0. In the course of the lesson, there are several different activities that

re*uire time, such as pre listening, while listening and post listening

activities and there is always the possibility that time management will

become an issue. ?he teacher is supposed to compensate for this

eventuality by allowing reasonable timing for each activity, at times


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CHAPTER III

CLO8ING

A. Concl(sion

?eaching is not merely transfer knowledge from teacher to the learners.ather, teaching is assisting learners in order to be able to do something.

?eaching listening is one of the four skills most re*uired in 5nglish. ?he

highest level of listening is the advanced. ?herefore, teaching listening for

advanced is the process of giving listening lessons for the highest level of

learners.?here are two kinds of teaching listening for advanced, namely extensive

listening and intensive listening. >n the other hand, the types of teaching

listening advanced learners occupies five different types, namely

discriminative, comprehensive, critical;evaluative, therapeutic, appreciative.?here are many strategies, approaches, methods, or techni*ues that can

be employed. In this paper, the teaching process involves cognitive strategies

and metacognitive strategies. ?he techni*ue being occupied is bottom up and

top down processing.?eaching listening for advanced re*uires many elements, including media

and the materials. ?he materials could be transcript of the listening while the

media definitely employs tape recorder or /4 player.B. 8(ggestion

+ay this paper be of some benefits for all the readers or teachers that

intend to conduct or compile a teaching listening at advanced level of the

learners


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BIBLIOGRAPHIE8

Grown, D. 4ouglas, Teaching b" Principle: An Interactive Approach to Language Pedagog" . ew Bersey8 %rentice Dall egents, 1''0.

Guck, 2, Assessing Listening , /ambridge8 /ambridge 3niversity %ress, #771.

/ambridge "dvanced LearnerEs 4ictionary, ) rd 5dition, app.

/lark and /lark, Ps"cholog" and Language: An introduction to Ps"cholinguistics , ew Hork8 Darcourt Grace Bovanovich, 1'FF.

Darmer, Beremy. The Practice of English Language Teaching , 0 th 5dition.5ngland8 %earson 5ducation Longman, #77F.

Dornby, " S. #$ford Advanced Learner%s Dictionar" , - th 5dition. ew Hork8>xford 3niversity %ress, #717.

+orley, Boan, Listening /omprehension in second;foreign LanguageInstruction.! In /elce +urcia, +arianne &5d.(, Teaching English as aSecond or 0oreign Language , # nd 5dition. ewbury Douse, 1''1.

unan, 4avid, Language Teaching !ethodolog" , London8 %rentice Dall, 1''-.

%orter, 4. C oberts, B., "uthentic Listening "ctivities!, in +.D. Long CB./.ichards &5ds.(, !ethodolog" in TES#L , owley, +ass8 ewbury Douse,1'-1.

ichards, Back /., C enandya, Willy "., !ethodolog" in Language Teaching ,/ambridge8 /ambridge 3niversity %ress, #77#.

ichards, Back /., Teaching Listening and Spea.ing: 0rom Theor" to Practice ,/ambridge8 /ambridge 3niversity %ress, #77-.

obertson, /ullum and "cklam, ichar, Action Plan for Teachers: A 1uide toTeaching English , 5nglish8 Gritish Groadcasting %ublishing, #777.

Shelton, Scott, Teaching Listening for Advanced Learners: Problem and Solution ,retrieved from8: http8;;www.developingteachers.com;articles


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3r, %enny, Teaching Listening comprehension , /ambridge8 /ambridge 3niversity%ress, 1'-0.

Dowell, Simon, ?eaching Listening /omprehension.! Listening 1ood Listeners Internet Listening .

Laclare, 5lton C owberry, Bon, 3sing +oodle for Listening Skills

4evelopment.! Proceedings of !oodle !oot &apan '()* , +oodle

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2haderpanahi, Leila, 3sing "uthentic "ural +aterial to 4evelop Listening

/omprehension in the 5$L /lassroom.! English Language Teaching vol. 6,

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teaching listening for advanced

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