Developing Effective Speaking and Listening Skills for Students with Disabilities.
Developing Listening Skills
2
LAGUNA STATE POLYTECHNIC UNIVERSITY SANTA CRUZ MAIN CAMPUS SANTA CRUZ, LAGUNA A.Y 2012-2013 SUBJECT: Major 8 (The Teaching of Listening and Reading) TOPIC: Developing Listening Skills DISCUSSANT: Mariz Q. Vines PROFESSOR: Prof. Dimaculangan LISTENING The process of acquiring knowledge through hearing of sounds or other things with the use of ears. Lukong N. Nicholas (1988) claims that the exercise most widely used by those who try to teach listening comprehension involves the following step: 1. The teacher chooses a passage that he/she thinks is suitable for his/her group of students and sets comprehension questions on it. 2. He/she introduces the text by either giving its background. 3. He/she writes guide questions on the chalkboard or dictates them to the students. These are questions that require in understanding of the general ideas in the passage rather than detailed knowledge. 4. The teacher reads the text to the students for the first time and, after giving them time to answer the guide questions, discusses the answer with them. 5. He/she either dictates or writes more detailed questions on the chalkboard and then reads the passage to the students a second time.
-
Upload
eddelyn-calaylay -
Category
Education
-
view
30 -
download
0
Transcript of Developing Listening Skills
LAGUNA STATE POLYTECHNIC UNIVERSITY
SANTA CRUZ MAIN CAMPUS
SANTA CRUZ, LAGUNA
A.Y 2012-2013
SUBJECT: Major 8 (The Teaching of Listening and Reading)
TOPIC: Developing Listening Skills
DISCUSSANT: Mariz Q. Vines
PROFESSOR: Prof. Dimaculangan
LISTENING
The process of acquiring knowledge through hearing of sounds or other
things with the use of ears.
Lukong N. Nicholas (1988) claims that the exercise most widely used by
those who try to teach listening comprehension involves the following step:
1. The teacher chooses a passage that he/she thinks is suitable for his/her
group of students and sets comprehension questions on it.
2. He/she introduces the text by either giving its background.
3. He/she writes guide questions on the chalkboard or dictates them to the
students. These are questions that require in understanding of the general
ideas in the passage rather than detailed knowledge.
4. The teacher reads the text to the students for the first time and, after
giving them time to answer the guide questions, discusses the answer with
them.
5. He/she either dictates or writes more detailed questions on the chalkboard
and then reads the passage to the students a second time.
6. The students are given time either to answer the second set of question in
writing or to simply think about them. The teacher then discusses the
answers with them.
7. The final step, which is optional, could consist of the teacher reading the
text aloud once more.
Randall Rockey (1983) suggests that the Barret Taxonomy of Reading
Comprehension can be used as a guide for developing structures and leveled
listening comprehension exercises. In brief, the taxonomy consists of four
categories, each one designed to describe a discrete subset of skills:
1. Literal Recognition or Recall
2. Inference
3. Evaluation
4. Appreciation
Celestre Zappolo (1985) presents some communication games which put
extra emphasis on the task of the listener:
1. The Blindfolded walk
2. Picture Dictations
3. Menu Completion
Lorraine Valdez Pierce (1988) suggests that for listening and speaking
activities at all levels, the teacher should provide for pre listening, listening and
post listening sessions.
