TEACHING LISTENING by

group 3

RAHMANELI 2312.003ADE PRIMA RORA 2312.012

TALITHA FAZRIA TAMI 2312.030

ELVYANTI ZOLA 2312.006

MICRO AND MACRO SKILLS OF LISTENING COMPREHENSION

MICROSKILLS • Descriminate among the distinctive sounds of english• Retain chunks of language of different lengths in

short term memory• Recognise english stress patterns, words, in stress

and unstressed positions, rhythmic structuture, intonation countours and their role in signaling information

• Recognize reduced form of words• Distinguish word boundaries recognise a case of

words and interpret word order patterns and their significance

• Process speech at different rates of delivery

• Process speech containing pauses, errors, corrections, and other perfomance variables

• Recognize grammatical words classes (nouns, verbs, etc), system (e.g tense, agreement, pluralization) , patterns, roles, and elliptical forms.

• Detect sentence constituents and distinguish between major and minor constituents

• Recognize that a particular meaning may be expressed in different grammatical forms

• Recognize cohesive devices in spoken discourse

MACRO SKILLS

• Recognize the communicative functions of utterences according to situations, participant, goal

• Infer situations, participants, goals using real-word knowledge• Form events, ideas and so on, described, predict outcomes infer links

and connections between events, deduce causes and effects and detect such relation as main ideas, supporting ideas, new information, given information, generalization, and ex emplification

• Distinguish between literal and implied meanings• Use facial, kinesic, body language, and other nonverbal clues to

decipher meanings• Develops and use a battery of listening strategies, such as detecting

keywords, guessing the meaning of word from context, appealing for help and signaling comprehension or lack thereof

PRINCIPLES OF TEACHING LISTENING

1. Expose students to different ways of processing information : bottom up vs top downBottom up : vocabulary, grammar and soundsTo know about details and segmentsTop down : general knowledge (life experience/content scheme), knowledge of situational routines (textual scheme)

2. Expose students to different types of listening

3. Teach a variety of task4. Consider text, difficulty and

authenticity.• Task authenticity• Input authenticity5. Teaching listening strategies

According to Harmer’s bookprinciple of teaching listening as follow :

1. Encourage students to listen as often and as much possibleThe more students listen, the better they get at listening - and the better they get at understanding pronunciation and at using it appropriately themselves. One of our main tasks, therefore, will be to use as much listening in class as possible, and to encourage students to listen to as much English as they can (via the Internet, podcasts, CDs, tapes, etc).

2. Preparation is vitalStudents need to be made ready to listen. This means that they will need to look at pictures, discuss the topic, or read the questions first, for example, in order to be in a position to predict what is coming. This is not just so that they are in the right frame of mind (and are thinking about the topic), but also so that they are engaged with the topic and the task and really want to listen.

3. Once will not be enough• the first listening is often used just to give students an idea

of the listening material sound like4. Students should be encouraged to respon to the content of

a listening, not just to the language.• The most important part of listening practice is to draw out

the meaning5. Different listening stages demand different listening tasks.• A first listening, the task needs to be fairly straight forward

and general, focus in on detail-of information language use.6. Good teacher explaint listening texts to the full• Ask students invest time and emotional energy in a

listening task.

Classroom Listening Activity

1. Not overt response• stories, tell a joke or real life

anecdote, retell well known story, read story from a book, play a recording of a story.• Songs, sing a song of your self,

play a recording of one• Enterntainment, film teathre, video

2. Short responses• Obeying instructing, leaner perform actions, draw or shapes

or picture in responses to instruction

• Ticking of time, a list, text of picture is provided, listener mark or tick of word or components

• True fals, consist of number statements• Detecting mistakes, the teacher tell a story or described

something the class now but with a number of deliberate mistakes in consistencies

• Cloze, the listening text has occasional brief gap• Guessing definition, the teacher provide brief oral definition of

a person, place, thing, action• Skimming and scanning

3. Longer responses• Answering question, one or more question

demanding fairly full responses are given in advance, to which listening text provides the answers because of the relatives length of the answers demanded

• Note taking, take brief notes from a short lecture or talk

• Paraphrasing and translating, leaners rewrite the listening text in different words

• Summarizing, leaners write a brief summary of the content passages

• Long gap feeling, a long gap is left at the beginning middle or and of end text

4. Extended reponse

• Problem soving, learners discuss how to deal with. Or write down a suggested solution

• Interpretation, an extract from a pieces a dialogue or monologue are provided with no previous information