PPT: The effect of listening instruction on the development of listening skills of university...

7/29/2019 PPT: The effect of listening instruction on the development of listening skills of university studtents of English

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Bojana Petr ic:

The effect of listening instruction onthe development of listening skills of

university studtents of English

novELTy Volume 7, Number 3


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Importance of Teaching listening in

various models and methods

Krashen & Terrell, 1983 : Emphasize the

importance of reading and listening to the

foreign language

Richards & Rodgers, 1986 : Relevance of

listening input at the beginning stages


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Different views on how to

approach the teaching of listening

Indirect way: Learners unconsciously develop

their listening- and other language skills

(Krashen & Terrell, 1983)

Direct/ Systematic way: In order for learners

to benefit from practising listening it is

necessary (Rost, 1990, 1994; Ur, 1984)


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Factors that determine the

efficiency of listening activities

1. Listening materials :examine genre, level of authencity,complexity, density of information, length,speed of delivery, variety/ dialect of English

2. Listening tasks: various classifications, forexample distinguishing open- and closed

tasks (Rost, 1990); or according to the factorof time, differentiate prospective-simultanous- and retrospective tasks (Rost,1990)


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A third type of classification is based on the

quantity of response required- from no

response required to extended responses(Ur, 1996)

3. The procedure for organising listeningactivites:

Most methodologies divide listening

activities into the stages ofpre- listening,

listeningandpost- listening


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Problem:

The neglect of listening skills in the teaching

of English in Yugoslavia


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Method of research:

Empirical:

Comparing the development of listening skills intwo groups of first- year university students of

English (In the winter term of 1995/ 1996):

One receiving systematic listeninginstruction

And one attending English languageinstruction without the listeningcomponent


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Aim of this research:

To provide an overview about teaching

listening

Describe this experiment, and examine the

implications of its main findings for the

teaching English at tertiary level.


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Hypothesis:

All students listening skills would improve

during the semester, but the improvement

would be greater in the case of students who

receive listening instruction


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Participants:


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Construction:

Both the experimental and the control groupslistening skills were tested at the beginning-and at the end of the semester.

During the 9 weeks, both group attended thesame type and number of classes, followedthe same syllabus, were taught by the sameinstructors.

But the experimental group received tasks ondeveloping listening skills in 25 mini-sessionsduring their speaking and grammar classes


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Results:


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Conclusion:

The hypothesis was confirmed (Listening

skills of students will develop to a greater

extent as a result of explicit instruction)

The results indicate the value of listening

instruction at tertiary level of teaching English

and suggest that listening practice should be

an integral part of language developmentinstruction at university level.


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