PKU3105 Techniques of Teaching Listening Comprehension in Different Communicational Contexts

8/3/2019 PKU3105 Techniques of Teaching Listening Comprehension in Different Communicational Contexts

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Sarah Azwa bt Asli Aini Mardhiah bt Mohd SaodNurfashahah bt Mohamed AnawaMuhammad Amiruddin bin IsmailNor Ashifa binti Md Nozmi



Principles for Teaching Listening

1. Expose students to different ways of

processing information

± Bottom-up vs. Top-down ± Interactive

2. Expose students to different types of

listening

3. Teach a variety of tasks

4. Consider text, difficulty, and authenticity



Listening Strategies

Teach student how to listen

± Looking for keywords ± Looking for nonverbal cues to meaning

± Predicting a speaker¶s pur pose by the context of the spoken discourse

± Associating information with one¶s existingbackground knowledge (activating schema)

± Guessing meanings

± Seeking clarification ± Listening for the general gist ± For tests of listening comprehension, various test-

taking strategies



Understanding

Words andConcepts



Listening requires that children build up a listening

vocabulary of words that they understand.

They must know names of objects actions, qualities

and more abstract concepts.

This can be built into the preschool experience by

emphasizing the names of objects and continuously

repeating abstract concepts out loud as they are being

demonstrated.



EXAMPLE 1:

pencil



EXAMPLE 2:

car



` Vicki L. Cohen, John E. Cowan, Literacy for

Children in an Information Age: Teaching

Reading, Writing, and Thinking

` http://accentsasia.org/3-2/matsuoka.pdf ` http://www.lotpublications.nl/publish/articles/00039

4/bookpart.pdf



UnderstandingSentences



Listening skills are essential for learning since theyenable students to acquire insights and information,

and to achieve success in communicating with others.

Poor listening can lead to unnecessary arguments andproblems.

Students¶ listening skills may be enhanced and testedby asking them questions about what they have heard.



They may be given practice in note-taking and could beasked questions about the facts and inferences thatmay be made from their notes.

They can be taught to recognize the differencebetween the main points and incidental or less relevant

ideas and information.

Learners can also benefit from practice in recognizingthe pur pose of presentations and other information theyhear . It can be useful if they are taught to set goals for

what they want to learn from a presentation and tomonitor how well they accomplish their goals.

Students can be taught to listen selectively for specific

kinds of information, such as the main pur pose, thethemes, the details and any implications.



In the classroom, students listen in order to repeatand to understand.

In listening to repeat, students imitate and memorizelinguistic items such as words, idioms, and sentence

patterns.

This is an important beginning task and focus of listening exercises.

Students listen to understand as part of using

English for communication pur poses.



question-oriented response model

students are asked to listen to asentence, a dialogue, a

conversation, a passage, or alecture and they answer questions in

the form of yes/no statements,choice questions, and short

answers.

task-oriented response model

students are asked to listen to apassage and accomplish the taskdescribed in the passage through

interaction with others or bythemselves.

In listening to understand, students are involved in the question-oriented

response model of learning or in the task-oriented model of learning.



` http://www.ibe.unesco.org/publications/Educationa

lPracticesSeriesPdf/PRATICE_14.pdf

` http://www.teachingenglish.org.uk/blogs/tausif79/t

eaching-listening` http://www.thasalesconsulting.com

`



ME ANING

Listening comprehension isunderstanding speech- spoken

words

Comprehension refers to understanding

language in any of its forms, but in the

vernacular, it has come to be

synonymous with listening

comprehension. When people use the

term "language comprehension", they aretypically not referring to sign language,

written language, or symbols. Typically,

the term is reserved for describing

spoken language.



Preferential Seating ± The student should sit close to and

face the speaker .

Reduce Distractions ± This should be done especially

when teaching new concepts or giving instruction

Clear Simple Directions ± The teacher should speak

slowly and with a minimum amount of words.



Visual Aids ± Overheads, Videos, Pictures, GraphicOrganizers, etc. should be used.

Increased Student Response Time ± Allow the student to

have extended time to answer questions.

Have The Student Repeat the Instructions ± Have the

student repeat the directions aloud (fade to silently). Ask³What are you going to do?´



ACTIVITIES TO

TE ACH LISTENINGSKILLS FOR KIDS



cat tiger

SYLLABLE

clap out syllables innames and words



NURSERY RHYMES

read nursery rhymes and

occasionally leave off the word

that is the rhyming element,

Students will fill in the rhyming

word



NURSERY RYHME

Itsy bitsy spider,Climbed out the water spout,

Down came the rain and

washed the spider out

Out came the sun

And dried up all the rain

So the itsy-bitsy spider Climbed up the spout again!



Itsy bitsy __________.

Climbed out the water spout,

Down came the _______ and

washed the spider out

Out came the ________.

And dried up all the rain

So the itsy-bitsy spider

Climbed up the ________ again!

rain sunspider spout



SEQUENCE OF

EVENTS

Read a story and havestudents put pictures

from the story in the

correct sequence.



In a field one summer's day a Grasshopper was

hopping about, chir ping and singing to its heart'scontent. An Ant passed by, bearing along with

great toil an ear of corn he was taking to the nest.

1



"Why not come and chat with me," said the Grasshopper,

"instead of toiling and moiling in that way?³

"I am helping to lay up food for the winter," said the Ant,"and recommend you to do the same."

2



"Why bother about winter?" said the Grasshopper;

"We have got plenty of food at present." But the

Ant went on its way and continued its toil.

3



When the winter came the Grasshopper had no foodand found itself dying of hunger - while it saw theants distributing every day corn and grain from thestores they had collected in the summer . Then theGrasshopper knew: It is best to prepare for days of need.

4



FIND THE PICTURE

line up several pictures,

describe one of thepictures and ask the

students to point to the

correct pictures.

1 2 3



CriticalListening



` Informative Listening

` Relationship Listening

` Appreciative Listening

` Critical Listening ` Discriminative Listening



What is "critical listening?³

` Critical listening is a form of listening that if usually

not mentioned, since it involves analysis, critical

thinking and judgment. Making judgments duringlistening is often considered as a barrier to

understand a person, and there's a lot of truth in

that.



` However, critical listening occurs when you still

want to understand what the other person is

saying, but also have some reason or

responsibility to evaluate what is being said to youand how it is being said



` For example, if there's an upcoming election and

you need to decide who to vote for, you probably

use some form of critical listening when you watch

a televised debate. You listen, AND you evaluate.



` While experts on learning and communication

almost universally demean the importance and

value of critical listening, when it comes to real life,

listening critically is used every day.



` The key though, is to try to understand the other

person FIRST, before one evaluates.



` http://www.au.af .mil/au/awc/awcgate/kline-

listen/b10ch4.htm

` http://www.berkleemusic.com/school/course?course _ item _ id=2141033&usca _p=t

` http://work911.com/communication/listencritically.h

tm

` http://mixonline.com/recording/mastering/audio _ critical _ listening/



Sto

ryReading



` A message that tells the particulars of an act or

occurrence or course of events; presented in

writing or drama or cinema or as a radio or

television program



` The cognitive process of understanding a written

linguistic message



` Read story is one technique in which teachers can

teach students with good listening skills.

` Teachers can convey stories in different

ways and styles for students to understand easily,especially for children with learning disabilities.



` Long story

` Short story

` Stories with picture

` Poems



` Long story have some

part contains some chapter of that the

child can understand it from one part to another

or some have no chapter of their story.` Example:

Fairyland

Ellen the Eagle Needs Glasses

When the Clock Got Sick



` Short story is a

story that contains a short narrative and easily

understood by children.

` Example: The Teddy Bear

The Rabbit



` Stories with pictures is one way that will make iteasier for children to understand thestory presented by teachers.

` Teachers just need to use a picture as the

teacher read the story and the images used mustbe compatible with the way the story.

` Example: The Two Cater pillars

The Hiccup Mouse Fantasy



` Poetry can also be used as a way for teachers to

teach children to listen.

` The teacher can listen to poetry with a variety

of interesting tones that students can understandwant you talk about.

` Example: Mr . Goose

Weather watch



` http://www.goodnightstories.com/read.htm

` http://www.audioenglish.net/dictionary/reading.htm

` http://www.audioenglish.net/dictionary/story.htm

` http://sites.google.com/site/slagoski/downloadpresentations

PKU3105 Techniques of Teaching Listening Comprehension in Different Communicational Contexts

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