Techniques of Teaching Listening Comprehension in Different Communicational Contexts

2.4 Techniques of Teaching Listening Comprehension in Different Comunicational Contexts

2.4.1 Understanding words and concepts2.4.2 Understanding sentences2.4.3 Listening comprehension2.4.4 Critical listening2.4.5 Story reading

IN THIS TOPIC…..

Listening is a difficult skill

need to make sure that pupils are always motivated

should provide a context for listening. Tell them what kind of text they are going to listen to

When pupils listen to the input for the first time,set them some straightforward questions which will help them get a grasp of the overall text

Prepare your pupils for the main listening task by doing plenty of pre-listening tasks which will help them succeed in whatever kind of listening task they are required to do

Ask questions or set tasks

Listening and writing at the same time is difficult. Use formats that require

minimun writing

Arrange the questions in the order in which the answer appear

on the tape

Listening is a difficult skill and grading input and activities to the ability level of pupils is very important.

Generally we can grade the inputs to match three groups of pipils namely, the beginners, imtermediate and advanced learners

Groups

Beginners

Intermediaten

Advanced Learners

• cannot distinguish an English speech sound from the noises in the environment or the sounds of other languages they do not knowBeginners

• a fairly good grasp of the phonemic system of English but as most of the listening they did at the beginners level comprised fully scripted textsIntermediaten

• very proficient in the language• can process the language almost

automatically without paying conscious attention to it

Advanced Learner

ASPECTS OF LISTENING

Understanding words and concepts

. Names of objects

• As far as possible, use actual objects

• to teach the names.

Verb meanings

• perform the actions

Pictures•make use of pictures

• use contrasting attributes, such as rough-smooth, pretty-ugly, long-short, big-small. Concepts of

attributes

• teach concepts beyond the object itself. For example, when teaching the word ’chair’, help pupils understand that there could be many different types of chair.

Development of concepts

•The teacher should also think of ways to teach superordinates or category words like vehicle, animals and fruits. These words are easy to teach but not as easy to understand.

Classes of objects

Understanding sentences

•simple directions in sentences to provide the pupil with experience in understanding sentences.

Directions

•line up several pictures. Then•the teacher say a sentence and ask the pupil to point to the correct picture.

Identifying the correct picture

•are words like ’the’, ’an’, ’behind’, ’and’, ’but’ and so forth.

•These words cannot be taught in isolation but should be taught in the context of a situation

Function words

Listening comprehension

Following directions

•teacher can read a set of directions on making something. Have the materials ready and ask the pupils to follow the directions step by step.

Sequence of events

• Provide the pupils with a series of pictures that can be arranged in sequence to tell a story.

• Read the story and ask the pupil to arrange the pictures according to the story.

•Read a story to the learner and ask detailed questions about the story

•Phrase your question as true or false statements and questions. Use the who, what, where and how questions.

Listening to detail

•Read a short story to the student and then ask him to make up a good title for the story.

•The teacher could also ask the learner to choose the main idea from three choices.

Getting the main idea

• Read part of a story that the learner does not know.

• Stop at an exciting point and ask the pupil to guess what will happen next

• The teacher could also ask the learner to choose the main idea from three choices..

Making inferences and drawing conclusions

Critical listening

• Tell a short story using a word or phrase that does not fit the story.

• Ask the pupil to find out what is funny or absurd about the story.

Recognizing absurdities

•Ask the pupil to listen to advertisements and determine how the advertiser is trying to persuade people to buy the products.Listening to advertisements

Story reading

Listening to stories read by the

teachers will help pupils to develop

their understanding of language,

improve their grammar and learn the

structure of stories. Teachers should

have frequent reading sessions with

their pupils.

For these reading sessions, the

teacher:

a. should involve all the children in the story by

asking appropriate questions

b. could make use of predictable books

c. should use well-illustrated books

d. should reread favourite stories

e. should provide follow-up activities

THE END