A slideshow about teaching listening, but specifically the relation with the processes of leraning a language.

1. TEACH
LISTENING
LISTENING STRATEGIES AND SOURCES

2. Most people think that being able to write and speak in a second
language means that they know the language; however, if they do
not have the efficient listening skills, it is not possible to
communicate effectively.
(Nunan, 1998)

3. What is listening?
• Listening is a form of communication and is an active process.
• Listening is the receptive use of language, and since the goal is to make sense of the
speech, the focus is on meaning rather than language.
• Listening is considered to involve the active selecting and interpreting of information
coming from auditory clues so that a listener can identify what is happening and what is
being expressed.

4. LISTENING FOR GIST
We want to know the general idea of what is
being said.
LISTENING FOR SPECIFIC
INFORMATION We need to understand only a very specific part.
LISTENING IN DETAIL We need to find errors or determine differences between one
passage and another.
INFERENTIAL LISTENING
When we wish to know how the speaker feels.
Listening can be classified as:

5. MESSAGE
DELIVERY
LISTENER
ENVIRONMENT
Words or phrases spoken out can be confusing
‘slips of the ear’—simple mishearing
Lingusitic and non-linguistic
Reciprocal and non- reciprocal
Organization – duration – number of speakers - accent
Lack of concentration and motivation
Different styles of learning Age - emotions
Temperature - background noise - defective equipment

6. Bottom-up versus top-down approaches to listening
Seven puppy dogs ran to the girl.
How many dogs?
Was the girl in danger?
Bottom-up
Top-down
the meanings of each
small pieces of the
language in the text
use of the background
knowledge to predict
content

7. Rost (1994) explains the importance of listening in language classroom as follows:
1. Listening is vital in the language classroom because it provides input for the learner.
Without understanding input at the right level, any learning simply cannot begin.
2. Spoken language provides a means of interaction for the learner. Because learners must
interact to achieve understanding. Access to speakers of the language is essential.
THE IMPORTANCE OF LISTENING

8. 3. Authentic spoken language presents a challenge for the
learner to understand language as native speakers
actually use it.
4. Listening exercises provide teachers with a means for
drawing learners’ attention to new forms (vocabulary,
grammar, new interaction patterns) in the language.

9. THE SITUATION WITH THE LISTENING SKILL

10. COMPONENTS OF LISTENING
Listening is composed of six distinct components
1. Hearing ( )
2. Attending ( )
3. Interpreting ( )
4. Evaluating ( )
5. Remembering ( )
6. Responding ( )
A. The process of giving feedback to the source and/or other receivers.
B. The conscious and unconscious process of focusing attention on external
stimuli.
C. The process of placing the appropriate information into short-term or long-
term storage.
D. The process of decoding the symbols or behavior attended to.
E. The process of deciding the value of the information to the receiver.
F. The physiological process of receiving sound and/or other stimuli.

11. AUTHENTIC VS PEDAGOGIC
refers to the use in teaching
of texts, photographs, video
selections, realia, and other
teaching resources that were
not specially prepared for pedagogical
purposes.
refers to textbooks and other
specially developed instructional
resources that have been prepared to
include examples
of specific grammatical
items discourse features.

12. What makes a good listening text?
CONTENT DELIVERY
1.interest factor
2.Entertainment factor
3.Cultural accessibility
4.Speech acts
5.Discourse structures
6.Density
7.Language level
1.Length
2.Quality of recordings
3.Speed and number of
speakers
4.Accent

13. CONTENT : Will this be interesting for my students?

14. CONTENT : Will my students understand the context and ideas?

15. CONTENT : Will this be interesting for my students?

16. CONTENT :
Does it discuss abstract
concepts or is it based
on everyday transactions
Does the information come thick
and fast or are there moments in
which the listener can relax?

17. CONTENT : Is the majority of the vocabulary and grammar appropriate for my
students?

18. Greeetings in Informal Conversations Greeetings in Formal Conversations
Anna: Tom, what's up?
Tom: Hi Anna. Nothing much. I'm just hanging
out. What's up with you?
Anna: It's a good day. I'm feeling fine.
Tom: How is your sister?
Anna: Oh, fine. Not much has changed.
Tom: Well, I have to go.
Nice seeing you!
Anna: Later!
Tom : Good morning.
Anna: Good morning. How are you?
Tom : I'm very well thank you. And you?
Anna: I'm fine. Thank you for asking.
Tom : Do you have a meeting this morning?
Anna: Yes, I do. Do you have a meeting as
well?
Tom : Yes. Well, it was a pleasure seeing you.
Anna: Goodbye.

19. DELIVERY
Listening input in the classroom comes primarily in two modes
LIVE TALK
• S-S, T-S, guest speaker-S
• Listener may have the opportunity to
influence the delivery.
RECORDING
• CD, DVD, cassette etc.
• Generally speaking
• Non of these allows the listener to
influence the delivery.

20. DELIVER
Will I need to cut part of the recording because it is
too long? Is it long enough? Is the recording clear? Will background
noise affect comprehension?

21. 4. Accent
Are there many voices, potentially causing
confusion? Do the speakers talk too fast for
my students?
Is the accent familiar?
Is it comprehensible?
DELIVERY

22. COMPARISON BETWEEN AUTHENTIC AND PEDAGOGIC
AUTHENTIC INPUT SCRIPTED INPUT
Overlap and interruptions between speakers Little overlap between speakers
Normal rate of speech delivery Slower delivery
Relatively unstructured language Structured language, more like written English
Incomplete sentences, with false starts, hesitation, etc Complete sentences
Background noise and voices No background noise
Natural stops and starts Artificial stops and starts
Loosely packed information, padded out with fillers Densely packed information

23. Examples:
W: What type of exercises are
you keen on?
M: I’m keen on running.
W: Do you do it regularly?
M: Er... three or four times a
week.
W: Where do you run?
M: In the park.
M: Are you in, are you in fairly good shape? Do you still keep ... keep fit?
W: [pause] I think so, yeah. In my opinion, yeah.
M: Well, what do you do exactly? To, to stay fit?
W: Mmm. Keep a routine, a routine like going ... doing something every day.
M: Uh huh II
W: II It doesn’t matter what it is but
M: (Wh) But II
W: II What I do more is going to the gym, lifting weights II and
M: II Uh huh
W: (Wh ...?)
M: But you do something, one of these, every day, one or two of these every day.
Is it ... ?
W: No, I do it, I do it every day.
M: One or two of those every day, one or two of those exercises?
W: No, no, I do both of them II but
M: It Ah, right.
W: For example, when the gym is closed on II
W: I do something every day. I have to do something every day.
M: Ah, right, right, OK.

24. Advantages and disadvantages

25. Effective Application of Authentic Materials

26. EXAMPLE OF AUTHENTIC-BASED ACTIVITY

27. Strategies good listeners use
WHAT IS A
STRATEGY?

28. TYPES OF A STRATEGY
COGNITIVE
A kind of selfregulated
learning. It included
the attempt to plan,
check, monitor, select,
revise, and evaluate,
etc.
METACOGNITIVE
A kind of selfregulated
learning. It included
the attempt to plan,
check, monitor, select,
revise, and evaluate,
etc.
SOCIO-AFFECTIVE
A kind of self-
regulated learning. It
included the attempt
to plan, check,
monitor, select, revise,
and evaluate, etc.

29. Some ideas for teaching listening strategies

35. ROLE OF THE TEACHER
1. Tailor
2. Stand-up comedian
3. Sleuth
4. Engineer
5. Spy
6. Doctor
7. Firefighter
8. Tour guide

36. 1. Tailor (text must fit class – appropriate topic, level, genre, etc.)
2. Stand-up comedian (best source of input; hold an audience)
3. Sleuth (analyze lesson language before class for comprehension)
4. Engineer (working knowledge of equipment)
5. Spy (observe students while listening)
6. Doctor (expert at diagnosis – things that went wrong)
7. Firefighter (get out of trouble – lesson/listening text is too difficult)
8. Tour guide (point out what’s interesting and ignore what isn’t)