-Listening process-Group 2(PISMP/ TESL 2/ SEM 3)

Anwar Radhi bin AbdullahFarid Syazwan bin nordin

Hong Yin YinLee Li Wen

Noor Intan Shafiqah bt KamaruzzamanSyed Ali bin Syed Abdullah Thani

Principles of teaching listening and speaking skills:

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Why Listening Needs to be taught?

The one we used the most in our

daily life

The key to language development of children learn

English

Important for developing

speaking skills

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Purpose of listening

• Obtain, learn, evaluate the information– Understand a message– remember important information– Evaluate a message– Determine the speaker’s purpose,

identify the big ideas, and then organize the information in order to remember it.

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• For maintain good social relation• Establish the goodwill through the talk building bonds

with others

Purpose of listening• For academic purpose

– Extend knowledge and skills

• Distinguish among sounds– develop phonemic awareness– Notice rhyming words

• For entertainment, enjoyment– listen to storytellers tell stories– listen to poets recite poems– view films and videotaped

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listening process:

• Hearing vs. Listening– Hearing is a passive process while listen is an

active process.

– When listening, we direct attention to the act of hearing.

– Listening involves an intention both to hear and to understand what is heard.

– Hearing = Natural, Listening = skill.

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listening process:

Bottom-up vs. Top-down processing

• Bottom-up processing– A ways in which the linguistic competence of a

listener works to ‘build’ towards comprehension of a message

– Focuses on sounds, words, grammatical structures, etc. (Brown, 2007)

– Listeners use linguistic knowledge to understand the meaning of a message.

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Bottom-up processing

Listen lower level: sounds Words

Grammatical relationship

Lexical meaning

Final message

• Top-down processing– Drawing on the listener’s own prior knowledge

and expectation to help decode the message.

– Require the use of background knowledge in order to understand the meaning of the text.

– Prior knowledge can be either (See Long,1989) :• Content scheme ( general info based on previous

learning, experience)• Textual scheme ( awareness of the kinds of information

used in a given situation)

listening process:

Bottom-up vs. Top-down processing

Top-down processing

Making as much use as you can of your knowledge and the situation.

From your knowledge of situations, contexts, texts, conversations,

phrases and sentences, you can understand what you listen.

listening process:

• Listening is an Interactive process– Developed by Rumelhart and his associates.– Involve both bottom-up and top-down processing.

– According to Rumelhart, language is processed simultaneously at different level.

– In this parallel processing, phonological, syntactic, semantic and pragmatic information interact with each other.

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listening process• The listening process has three steps:

receiving, attending, and assigning meaning (Wolvin & Coakley,1995).

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receive the aural stimuli or the

combined aural and visual stimuli

presented by the speaker.

focus on important stimuli while

ignoring other, distracting stimuli.

comprehend or assign meaning to

the speaker’s message.

What is Extensive Listening?

• Extensive listening can have a dramatic effect to a student’s language learning.

• It takes place outside the classroom, in students’ homes, cars or on personal MP3 players.

A way to acquire student’s vocabulary and grammar and make students better readers.

Materials for Extensive Listening

NOTE: In order to help students experience a successful extensive listening activity, there is a need to select listening material that is appropriate to their level and topic.

Simplified readers with audio tapes(Cassette or CD)

Tapes of authentic material

Course book CDs/ tapes

Choosing the Right EL Level

• Build listening fluency (speed of recognition of words and grammar)

• There are several key things to decide:Listen to something and ask yourself these questions… Can I understand about 90% or more of the content (the story or

information)? Can I understand over 95% of the vocabulary and grammar? Can I listen and understand without having to stop the CD or tape? Am I enjoying the content of the listening material?

Aim

• To encourage extensive listening, we can ask students to perform a number of tasks.

They can record their responses to what they have heard in a personal journal.

Fill in report forms after listening to a listening material.

Summarize the contents of a tape.

Write comments on cards.

What is Intensive Listening?

involves more detailed analysis of the language used

listening for specific

information

specific information involves finding the answers to specific

questions

going over a piece of material multiple

times

often mining it for other

purposes, such as for dictation

to build vocabulary and

grammar

Example of Intensive Listening Activities

~Asking students to listen and follow the transcript to identify a certain grammar or vocabulary point

~Asking students to listen and fill in gaps in a text

Intensive Listening

Type of Intensive Listening

1. Live Listening

2. Using audio material

- Teacher talk to the students

- Practise listening in face-to-face interaction

- Students can see who they listening to

- Teacher use audio materials such as CD, tape

- Students can hear a variety of different voice

Reference• http://www.teachingenglish.org.uk/articles/listening-

top-down-bottom• http://www.pearsonhighered.com/samplechapter/

0131720066.pdf• (2005)ELT Methodology-Principles and Practice. 2nd

edition. Oxford Fajar.• Jeremy Harmer. he practice of English Language

Teaching.4th edition. Pearson Longman.• English Language Curriculum for Malaysian Primary

classroom Yr1• http://www.llas.ac.uk/resources/gpg/67#toc_1

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