Listening Skills 42372f

PKBK3073 ENGLISH LANGUAGE TEACHING METHODOLOGY FOR pupils with LEARNING DIFFICULTIES TAN SIEW POH JABATAN BAHASA

2. LISTENING SKILLS ■ Introduction to listening ■ - Definition and concept of listening comprehension ■ ■ Listening comprehension problems – Factors affecting listening problems – Listening comprehension problems ■ ■ Assessing listening comprehension ■ - Nouns ■ - Adjectives ■ - Verbs ■ - Prepositions ■ - Tenses ■ - Understanding direction and instruction ■ - Understanding discourse ■ - School-based assessment

2. LISTENING SKILLS ■ 1. Understand the definition and concept of listening ■ Ii. Identifying factors affecting listening ■ Iii describe how to assess listening comprehension

LISTENING SKILLS ■ Process of acquiring a language starts with listening

■ (listening

speaking

reading

writing)

■ After birth, a child hears a variety of sounds and can distinguish them

LISTENING SKILLS ■ “Listening

as an aspect of skills involves neurological response and interpretations of sounds to understand and to give meaning by reacting , selecting meaning, ing, attending, analyzing and including previous experience”(Hirach, 1988)

LISTENING SKILLS ■ “Listening is a highly complex, interactive process that has been defined as ‘ the process by which spoken language is converted to meaning in the mind’. Listening is more than just hearing.” ■ (Lundstaen, 1979)

LISTENING SKILLS ■ “Listening was regarded crucial for communication at work at any level for employment, job success and general carer competence and for effective relationship between supervisor and subordinates.” ■ (Wolvin and Coakley, 1981)

LISTENING SKILLS ■ “Despite the recognition of the critical role that listening skills play in communication and acquisition of language, it remains one of the least understood skill in language learning.” ■ (Morley, 1981)

LISTENING SKILLS ■ “Listening involves the simultaneous organization and combination of skills in phonology, syntax, semantics and knowledge of the text structure, all of which seem to be controlled by the cognitive process. Thus it can be said that though not fully realized, listening skill is essential in acquiring language proficiency”.” ■ (Morley, 1981)

LISTENING COMPREHENSION ■ Active process of receiving and responding to spoken (unspoken) messages. ■ Entering actively and imaginatively into the other person’s situation and trying to understand a frame of reference different from your own ■ Steinberg (2007): Listening is more complex than merely hearing. It is a process that consists of four stages: sensing and attending, understanding and interpreting, ing

FOUR ELEMENTS OF GOOD LISTENING ■ 1. attention – focused perception of both visual and verbal stimuli ■ 2. hearing – physiological act of ‘opening the gates to your ears’ ■ 3. understanding – asg meaning to the messages received

■ 4. ing – storing of meaningful information

FOUR LEVELS OF LISTENING ■ ACKNOWLEDGING ■ SYMPATHIZING ■ PARAPHRASING

■ EMPATHIZING ■ (ive interactive) ■ Effective listener are able to project all four levels at the same time.

ACTIVE LISTENING ■ Involve 6 skills ■ i. Paying attention ■ ii. Holding judgement

■ iii. Reflecting ■ iv. Clarifying ■ v. Summarising ■ vi. Sharing ■ (not mutually exclusive: may all happen at the same time)

LISTENING COMPREHENSION

The ability to recall and understand information which is presented orally Strong listening comprehension skills also promote thinking and problem-solving skills (esp stories)

FACTORS AFFECTING LISTENING COMPREHENSION 1. Sensory factors a. Sights b. Sound c. Smell d. Temperature and humidity e. Décor f. Physical comfort 2. Physiological factors - discomfort - illness - fatigue - stress

LISTENING COMPREHENSION PROBLEMS They are trying to listen to every word -need to cope with missing chunks -learn to focus on important words (stressed words) -give easy tasks that they can do to boost confidence (identify names, words repeated)

LISTENING COMPREHENSION PROBLEMS They get left behind trying to work out what a previous word meant. - hear a word you half and find you have completely lost the thread of what was being said -trying to figure out the words in context and guess the meaning -get pupils to talk about the topic first to bring relevant vocabulary for the topic area nearer the front of their brain -shorter segments or use pause button to give their brain to catch up -guess meaning in context - use logic puzzle

LISTENING COMPREHENSION PROBLEMS They just don’t know the most important words - pre-teach vocabulary

- can work with reading text first -build up vocabulary with vocabulary list, graded readers, monolingual dictionary etc.

LISTENING COMPREHENSION PROBLEMS They don’t recognize the words that they know -can’t distinguish different sounds (red, led; there, their, they’re- homophones)

LISTENING COMPREHENSION PROBLEMS They have problems with different accents - British, American, Australian, Indian, French

- read out part of tapescript

LISTENING COMPREHENSION PROBLEMS They lack listening stamina/they get tired -second or foreign language: brain reach saturation point -build up the length gradually - make first time listening a success -not overload brain with new language; give a break or easy tasks -can practise outside class or watch movies with substitles off gradually

LISTENING COMPREHENSION PROBLEMS They have a mental block -struggle with badly graded listening texts -lack confident due to previous experience

-help build up confidence again with shorter or easy text

LISTENING COMPREHENSION PROBLEMS They are distracted by background noise - plan listening when it is quiet outside - cut down noise inside classroom by doing the first task with books closed and pens down - use headphones - additional challenge by using a recording with background noise such as a conversation during a party

LISTENING COMPREHENSION PROBLEMS They can’t cope with not having images -Difficult to cope without multimedia -set the scene with some photos of people speaking -put pictures in order -using video for a change (for guessing vocabulary)

LISTENING COMPREHENSION PROBLEMS They have hearing problems -learners with hearing problems -listening tasks as homework or letting one or learners read from the tapescript as they listen

LISTENING COMPREHENSION PROBLEMS They can’t tell the difference between the different voices -voices that are clearly distinct to a native speaker can be completely confusing for non-native speaker -using texts with one speaker (one woman or one man) -count with learners how many times the speaker changes

ASSESSING LISTENING COMPREHENSION • Choose the kinds of listening tasks that pupils have normally have to do (instruction and listening to stories)

• Consider the number of speakers • Story easier than conversation

ASSESSING LISTENING COMPREHENSION • Could be read in front of the class or taped (greater reliability-can ister several times)

• Room with good acoustics • Videos better at early stage than audio tapes • Right length

ASSESSING LISTENING COMPREHENSION • Nouns • - meaning of words used to label things • - teacher say pupils point

ASSESSING LISTENING COMPREHENSION • Adjectives • - show similar objects with different characteristics

ASSESSING LISTENING COMPREHENSION • Verbs • - pupils perform the action named or point to picture showing the action

ASSESSING LISTENING COMPREHENSION • Prepositions • - show pictures of similar objects in different positions

ASSESSING LISTENING COMPREHENSION • Tenses • -present action, completed action and future action • - show pictures of similar action at different time.

ASSESSING LISTENING COMPREHENSION • Direction and instruction • -give instructions and pupils carry out

ASSESSING LISTENING COMPREHENSION • Discourse • - test whether pupils understand connected text • - read and ask questions

2019/3/24

TUTORIAL • The lecturer : • Provides examples of activities that can be carried out to develop listening and speaking skills based on given topics

• The students : • Plan and demonstrate the integration of listening and speaking activities in an English language lesson

TUTORIAL The lecturer : Provides explanations and guidelines on test construction The students : Design a test to assess the students’ listening comprehension of any three of the following grammatical items or listening skills : Nouns

ISL • Check library resources or the internet for activities and techniques for teaching various aspects of listening comprehension.

• Based on the information provided on the assessment of skill,

listening skill, create at least three different types of tests. Make sure you have clear instructions for istering the tests. Make sure the pictures used are appropriate.