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TSL3105Methodology inTeaching Listening
and SpeakingPost listening skills and activities
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Definition and purpose
Post listening activities embrace all the workrelated to a
particular listening text which are doneafter the listening is
completed
In the past, the most common form of post-listening activity –
answering multiple choicequestions, ‘open questions
It is still widely used for examinations, but it is
difficult because it depends on writing and readingskills, and
also memory!
"ook at the students ob#ectives
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Purpose
$hecking whether the students have understoodwhat they needed to
understand and whetherthey have completed whatever
while-listening
task successfully %ive students the opportunity to consider
the
attitude and manner of the speakers of thelistening text
&xpand on the topic or language of the listeningtext,
perhaps transfer things learned to anothercontext
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Reflecting
'hat does post-listening activities involve(
)esides checking the answers etc,
teachers need to look at what the studentsfound problematic *
troubleshooting
+he big question is – 'here was there a
breakdown in communication, and why(
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Troubleshooting 'as it caused by features of pronunciation(
'as it unknown or unrecognied vocabulary
that caused the problem(
'as it the speed at which the speaker
talked(
'as it a problem related to syntax(
'as it world knowledge(
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Reflecting
+eachers also need to find out what the
students didnt struggle with, and how they
came to their answers – was it caused byimprovement at the
skill, was it a lucky
guess(
tudents answers tell nothing about how
they came to those answers, so teachers
have to infer this information
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The nature of postlistening !ork
$an be much longer than while-listening
activities
.ctivities which go further than merelychecking
comprehension need to have a
purpose on their own
Post listening activities need to beinteresting enough to
sustain students
interest
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"hecking and Su##arising
tudents feel less intimidated when they discussanswers to
pre-set questions in small groups or inpairs
In student-centered teaching, we begin from whatthe students can
offer!
.sk questions like /'hat did you understand(0 /+ryto
summarie the listening with your partner0 etc!
'hy is this useful( 1irst, it focuses on students strengths
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"tnd$
econd, asking students to summarie
means they are doing something with the
information, a situation that reflects most ofthe listening that
we do outside the
classroom
+hird, summariing focuses on what is
important – the gist, but allows students to
elaborate
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"tnd$
+echniques for summarising
- +ake it in turns
- )reak it down- 2ote comparison
- %roup summary
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Discussion
.ny extended listening text that is not functional in
nature,should be interesting enough to inspire comments
ordebates!
+exts containing conflict, contentious areas or challenging
topics naturally lend themselves to discussions!
.ctivities3- Personalise- Questions- Statements
- Sorting lists- Pros and cons
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"reati%e responses
+here are small acts of linguistic creativity almost every
timewe open our mouths!
$reativity is always associated with writing!
Post listening activities that involve writing3- Genre
transfer
- Moral or headline
- Write on .ctivities that involve speaking
- Sound effects story - Hot seat
- Illustrate
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"ritical responses
$reative and critical thinking are often
linked
4ne of the most important elements of acritical response to a
listening passage is an
awareness of the speakers viewpoint,
biases and pre#udices
5sage of this activity depends on the type
of students we have
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&nfor#ation e'change
Interpretation may also come into play
when we exchange information!
.ctivities3- Jigsaw
- News igsaw
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Proble# sol%ing
.ctivities3
- !isting
- Sorting - "anking
- #rdering according to criteria
- $esigning something
- Solving moral dilemmas
- Solving mysteries
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Deconstructing the listening te't
If we want to examine listening texts for theirsalient
features-grammar, vocabulary,cohesive devices, discourse
markers,pronunciation etc-we need to pull them apart
+wo ways-one, play short segments of therecording and stopping
them so that
students can focus on the desired features +wo-using
transcripts
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Reconstructing the listening te't
%et students to reconstruct them
+eachers role is to provide fragments of the text
or a damaged or abbreviated form of it!
.ctivities3
- Ga%&fill
- Story'oard
- $isa%%earing dialogues
- "e&ordering
