TeachingListening Aims ThecharacteristicsofthelisteningprocessTheprinciplesofteachinglisteningThecommonactivitiesinteachinglistening Characteristicsofthelisteningprocessinreallife SpontaneityDonotrehearsewhattheyaregoingtosayaheadoftime ContextWeknowtherelationshipbetweenthelistenerandspeaker VisualcluesWecanseetheperson sfacialexpressions gesturesandotherbodylanguagewearelisteningtoandtheseclueshelpusunderstandandpredictwhatwehear Listener sresponseWecaninterruptthespeakersandaskforrepetitionorclarification Speaker sadjustmentThespeakercanadjustthewayofspeakingaccordingtothelistener sreactions Whyislisteningsodifficultforstudents Internalfactors attentiveness motivation interestandknowledgeofthetopic Textualfactors Internalfactors attentiveness motivation interestandknowledgeofthetopic Differentspeakersproducethesamesoundsindifferentways Thelistenercannotcontrolthecontentorspeed Thelistenercannotlookbackatwhathehasheard Speechisnotusuallywellorganizedandmaycontainredundancy hesitation ungrammaticalutterancesandsuddenchangesoftopic Thelistener svocabularyislimited Thelistenersometimesfailstorecognizethesignals ordiscoursemarkersinspeech Thelistener sproblemsofinterpretationmightalsoresultfromhislackofculturalknowledgeofthetargetlanguage Backgroundnoisecanmakeitdifferenttohearclearly Thelistenermightbeunabletoconcentratewhenlistening Someestablishedlearninghabitscouldrenderlisteningdifficult Textualfactors TheorganizationofinformationThefamiliarityofthetopicTheexplicitnessandsufficiencyoftheinformationThetypeofreferringexpressionsused Principlesofteachingandlearninglistening Listeningcomprehensionlessonsmusthavedefinitegoalsandthesegoalsshouldfitintotheoverallcurriculum Listeningcomprehensionlessonsshouldbeconstructedwithcarefulstep by stepplanning Studentsknowexactlywhatthetaskisandaregivendirectionsastowhattolistenfor wheretolisten whentolistenandhowtolisten Listeningcomprehensionlessonstructureshoulddemandactivestudentparticipation involvingstudents oralorwrittenresponsetothelisteningmaterial Immediatefeedbackonperformancehelpskeepinterestandmotivationathighlevels Listeningcomprehensionlessonsshouldprovideacommunicativeurgencyforrememberinginordertodevelopconcentration Thisisdonebygivingstudentsthewritingassignmentbeforetheylistentothematerial Listeningcomprehensionlessonsshouldstressconsciousmemorywork Oneofthegoalsoflisteningistostrengthenstudents immediaterecallinordertoincreasetheirmemoryspans Listeningcomprehensionlessonsshould teach not test andfocusonprocess Thepurposeofcheckingstudents answersshouldbeviewedonlyasfeedback asawayoflettingstudentsfindouthowtheydidandhowtheyareprogressing Listeningcomprehensionlessonsshouldfocusoncomprehendingmeaning Studieshaveshownthatpeopledonotremembertheexactformofthemessagetheyhear rather theyrememberthemeaning e g Tomsaidthatthecarhadbeenfixedandcouldbecollectedatfive Thecarisreadynow Listeningcomprehensionlessonsshouldcombinelisteningandspeakingskillstogether Techniquesforteachinglistening Five stepmodelfortheteachingoflisteningskills Harmer1983 Lead in Studentsandtheteacherpreparethemselvesforthetask familiarizethemselveswiththetopic createexpectations arousestudents interestinthesubjectmatterofthetext getstudentsinterested elicitessentialvocabulary encouragepredictions etc Theteacherdirectscomprehensiontasksandmakessurethatstudentsknowwhattheyaregoingtodo Studentslistenforinformationandperformthetask Theteacherdirectsfeedbackandmustseeiftasksareperformedandchecksanswers Theteacherdirectstext relatedtasks Asfollow uptasksandfortheintegrationofskills Listeningactivities Pre listeningWhile listeningPost listening Pre listening Thisstageistopreparethelearnersforwhattheyaregoingtohear justasweareusuallypreparesinreallife forexample weusuallyhaveexpectationsaboutthetopic andeventhelanguage Thepurposeistomotivatethestudentstobeactiveparticipantsinclassandtoprovokecommunicationatdifferentlevels Thepossiblepre listeningactivities PredictingthecontentofwhattheyareabouttohearDiscussarelevantpictureDiscussrelevantexperiencesAssociateideaswiththetopicAssociatevocabularywiththetopicWritequestionsaboutthetopicSettingthesceneonwhatheknowsaboutthetopic whathehasinhand Listeningforthegist focusonthemainideaorthetoneormoodofthewholepassage Listeningforspecificinformation focusonsomespecificdetailsandignoretherestoftheentiremessage While listening Thisstageistohelpthelearnersunderstandthetext Youshouldnotexpectthemtotrytounderstandeveryword Forexample youmayaskthemtolistenforthreepiecesofinformationthefirsttimetheyheartherecording andtotellyouabouttheattitudeofthespeakersthesecondtimetheyhaveheardit Ingeneral youshouldhelpyourlearnersunderstandratherthantestingtheirunderstandingthewholetime Thepossiblewhile listeningactivities IdentifytheexacttopicNotetwotofourpiecesofinformationAnswerquestionsCompletesentencesCompleteatable maporpictureListenandtickListenandsequenceListenandactListenanddrawListenandfillListenandtakenotes Post listening Thisstageistohelpthelearnersconnectwhatt