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Listening in Language Teaching. TEFL course on Chapter 16. Forewords. For many years listening skill did not receive priority in language teaching. This phenomenon took some applied linguists into their consideration to promote the active interest in the role of listening comprehension in SLA. - PowerPoint PPT Presentation
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By: Iwan Fauzi, M.A.
Listening in Language TeachingTEFL course on Chapter 16
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
ForewordsFor many years listening skill did not receive
priority in language teaching.This phenomenon took some applied
linguists into their consideration to promote the active interest in the role of listening comprehension in SLA.
This is done by the development of powerful theories and by the inclusion of developed listening courses in many ESL programs.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
The nature of listening processTwo views of listening have dominated
language pedagogy since the early 1980.
The bottom-up processing view
The top-down interpretation view
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Defined terms
Bottom-up processing
model
• Listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units (phonemes) to complete texts. Phonemic units are converted to form words etc.
Top-down reconstruct-ing process
• The listener activily reconstructs the original meaning of the speaker using incoming sounds as clues. In this process, listeners use prior knowledge of the context to make sense of what he or she hears.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
The application into Lang. Teaching
This technique typically focus on sounds, words, intona-tion, gramma-tical structure, and other components of spoken language
Bottom-up This techique is
more concerned with the activa-tion of schemata such as deriving meaning, global understanding, and the inter-pretation of the text.
Top-down
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
An interactive model of listening comprehension
1. The hearer processes “raw speech” consisting constituents such as phrases, clauses, cohesive markers, intonation, and stress of the speech.
2. The hearer determines the type of speech; e.g.: conversation, speech, radio broadcast, talk-show, and so on.
3. The hearer infers the objectives of the speaker; whether to persuade, to request, to exchange view, to affirm, to deny, to inform, and so on.
4. The hearer recalls prior knowledge relevant to the particular context in order to interprete the message.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
... the model5. The hearer considers a literal meaning to the utterance. It
involves a set of semantic interpretation.
6. The hearer assigns an intended meaning to the utterance. To perceive an “Intended meaning” is the key to human communication.
7. The hearer determines whether information should be retained in short-term (a quick oral response) or long-term memory (in a lecture).
8. The hearer deletes the form of message received. The words, phrases, senteces are quickly forgotten in 99% of speech acts.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
What makes listening difficult?Clustering
Due to memory limitations, we break down speech into smaller groups of words. This is what so-called “clustering” or commonly as “chunk”.E.g.: the thing is, there’s no such thing etc. So the thing is I should make a decision I just had the idea of … there’s no such
thing maybe we go for swimming.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
RedundancySpoken language has a good deal of redundancy such as rephrasings, repetitions, elaborations, and little insertions of “I mean” and “You know”. This redundancy may offer the hearer more time and extra information to comprehend the message.Andy: How was your weekend?Amos: Aw, it was terrible, I mean the worst you could imagine. You know what I mean?Andy: Well, like what happened?Amos: Well, you’re not gonna beleive this, but my girlfriend and I—you know Rachel? I think you met her at my party—anyway, she and I drove to Pint Reyes.
TEFL--17 April 2013
Reduced formsReduced forms of language can be phonological (Djeetyet? for Did you eat yet?), morphological (contraction like I’ll), syntactic (elliptical forms like when will you be back? Tomorrow, maybe) or pragmatic (Mom! Phone!)
Performance variablesWhen the utterance looks like gibberish, listeners have to train themselves to listen for meaning. It also commonly contains ungrammatical forms. (see the example of speech on page 253)
By: Iwan Fauzi, M.A.TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Colloquial languageIdioms and slang are forms of colloquial language. Insufficient knowledge of such forms also impede the learner’s comprehension in listening.
Rate of deliveryAlmost all native speakers speak too fast. The rate of language delivered also plays an important role to comprehension. Few pauses delivered, more difficult to grasp the meaning since we cannot stop the speaker.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Stress, rhythm, and intonationEnglish speech can be a terror for some learners since syllables come spilling out between stress points. For instance;
The PREsident is INTerested in eLIMinating the emBARgo
Then, intonation patterns are also very significant way not just for interpreting elements such as questions, statements, and emphasis; but also for understanding messages like sarcasm, endearment, insult, solicitation, praise, etc.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
InteractionInsufficient interaction of conversation will make poor comprehension for the listener. Unless to master some specialized skills such as monitoring radio broadcasts or attending lectures.By interaction, conversation is subject to all interactions such as negotiation, clarification, turn-taking, and etc.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Classroom listening performance
Reactive
• A learner simply to listen to the surface structure of an utterance. This role of listener is merely a “tape recorder”.
Intensive
• Techniques which only purpose to focus on components (phonemes, words, intonation); e.g.: teacher repeats a word or sentence several times
Responsive
• Teachers designed the task to elicit immediate responses; e.g.: asking Q, giving comm., seeking clarification, cheeking comprehension.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
... types of performance
Selective
• Selective listening is to find important information in a field of potentially distracting information. [people’s names, dates, certain facts or events, main ideas or conclusion
Extensive
• A technique which asks students to listen lengthly lectures, a conversation, and deriving a comprehensive mesage or purpose. Students are invoked to make note-taking or discussion.
Interactive
• This type of performance includes all 5 of previous types. Learners may actively participate in discussions, debates, conversations, role-plays in a-pair work or group.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
How to design listening techiques
Inte
racti
veJust letting students experience language without careful attention to component skills.
Moti
vatin
gAppeal to listener’s personal interests. Take into full acount the experiences, goals, and abilities of your students as you design lessons
Auth
enticUse authentic
language and contexts. If you give natural texts rather than concogted, artifi-cial material students will more readily dive into the activity.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
...how to design
Cons
ider
list
ener
s’
resp
onse
s
Design a technique that students’ responses indicate whether or not their comprehension has been correct.- Doing (respond physical-
ly to a command)- Choosing (select
alternatives; pictures, objects, and texts)
- Answering (answer Q about the message)
- Modeling (to imitate what to be heard)
- Condensing (to make outlines or take notes on a lecture.
Deve
lop
stra
tegi
es
Develop listening strategies by drawing students’ attention such as:- Looking for key words- Predicting a speaker’s
purpose by the context- Guessing at meanings- Seeking clarification- etc.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
...how to design
Include bottom-up and top-down listening techniques:
• Bottom-up techniques are typically focused on sounds, words, intonation, grammatical structures, and other components of spoken language.
• Top-down techniques are more concerned with deriving meaning, global understand-ing, and the interpretation of a text.
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Final wordsAs a teacher of EFL, you should
importantly take into consideration the following issues in teaching listening: The model of teaching Designed techniques of material The appropriatness of technique used
TEFL--17 April 2013
By: Iwan Fauzi, M.A.
Thank you
TEFL--17 April 2013
