WEEK 8 SELF-PACED LEARNING WORKSHEET IN SEM 114 (PRELIM)

Name: Conejero, Jasmin R. Course and Section: 2 SEDE -1

OVERVIEW:

This self-paced learning activity intends you to practice your extensive reading
skill to gather important information about the topic for the week for the
enhancement of your learning in the course. This must be done individually and
to be submitted to your professor as scheduled for assessment. This individual
output may serve as one of the bases in assessing your performance in SEM114
and will be rated based on the rubric given at the end of this worksheet.

BRIDGING GAPS
Part of the lesson in the week 7 is the viewing of the demonstration of Dede
Wilson in teaching listening among Chinese teachers in YouTube which was
assigned for you to watch as supplemental.
This time, write your short reflection with not less than 100 words on how this
video has helped you understand the teaching of listening and how beneficial it is
in your future career as language teacher of Filipino learners of English.

After I watched the video of Dede Wilson on youtube, I got a lot of information, ideas,
and technique that will help me to understand the teaching of listening. She explained very well
so that I learned a lot. I have learned that listening as a skill is not easy thing to do because the
sounds are unfamiliar and everything is unfamiliar. It is not enough when the learners are just
listening to the teacher because most of the time, they need to hear the context more than one.
Listening is very important skill in language because by listening students can produce
language like speaking and writing by vocabulary that they get from listening and also, listening
provides a foundation for all aspects of language and cognitive development, and it plays a life-
long role in the processes of learning and communication essential to productive participation in
life. This kind of activity will be very beneficial to me so that I can develop the lifelong learning
skills that I need the near future. It will also a big help to prepare me in my career. And lastly, it
opens my mind for the possible things that I might encounter when I am teaching and things that
might happen in the future.
 ON LENSE:

A. This time, I want you to do extensive readings and look for the following
experts/scholars and illustrate well how do these personalities
proposed approaches and strategies in developing and accessing
listening skills. Report comprehensively your discoveries accordingly
and indicate the source/s after your answer.

1. Wilga Rivers (1978)

Listening to spoken language has been acknowledged theoretically to consist

of active and complex processes which determine the level and content of
comprehension. Listeners engage in a variety of mental processes in an effort to
comprehend information from oral texts. They focus on selected aspects of aural
input, construct meaning from passages, and relate what they hear to existing
knowledge. However, there is hardly a perfect match between input and knowledge;
comprehension gaps occur and special efforts to reduce meaning are required,
especially for second language learners. The mental processes that are activated by
listeners to understand, learn, or to retain new information from utterances are
referred to as listening comprehension strategies.
Listening comprehension is viewed theoretically as an active process in
which individuals focus on selected aspects of aural input, construct meaning from
passages, and relate what they hear to existing knowledge. This theoretical view has
not been sufficiently supported by direct research which clarifies what listeners
actually do while engaged in listening tasks. While the importance of the listening
skill for developing language, competency has long been recognized, the actual
mechanisms for listening comprehension have been only vaguely described.
Listening was often classified as one of the skills of reception rather than production
like speaking, making it seem a passive skill. However, as Rivers points out listening
comprehension is a very active skill. “Far from being an act of reception it involves
the construction of a message from phonic material…”

Source: https://www.ijrhss.org/pdf/v2-i6/2.pdf
2. William Littlewood

Professor William Littlewood worked for several years in secondary schools

and teacher education in the UK, where he was also a member of several
professional committees for modern language teaching and was elected President of
the British Association for Language Teaching. He was also involved in Council of
Europe projects. Since coming to Hong Kong in 1991 to join an EFL curriculum
project, he has worked at tertiary institutions and is currently Honorary Professor at
the Hong Kong Baptist University. He has served on several government committees
in Hong Kong, including the Key Learning Area Committee for English Language
Education. His books Communicative Language Teaching and Foreign and Second
Language Learning (Cambridge University Press) have been used widely in teacher
education and translated into several languages, as well as appearing in special
editions for Mainland China. He has presented many plenary papers at international
conferences and published widely on applied linguistics and language teaching.
William Littlewood suggests some activities which can help learners develop
them in Listening skills. The activities are grouped according to the king of response
that the students must produce. First is Performing Physical Tasks where in the
students are alerted to look for specific meaning related to the task which they must
perform. Next is Identification and selection where in the students look at a set of
pictures. They listen to a description or dialog and select the picture(s) which the
spoken text refers to. The students may be asked to identify a wanted person, movie
personality, or a famous singer described in a radio message. Another is
Sequencing which the students identify successive pictures that are described in
order to place them in their correct sequence. The students are required to place
items not in a sequence but in their appropriate location on a plan of a house or
town. They may also follow a route on a map. Like Drawing and constructing where
in the students listen to a description or discussion. They draw the scene which is
described or referred to. They may be provided with an outline which they have to
complete. Next is Performing other actions where the students are required to
perform or mime other actions as instructed. Next is Transferring Information where
the students are required to look for specific types of meaning. They extract relevant
information from the text in order to transfer it to some other form such as a table,
chart, or diagram. Next is Reformulating and evaluating information where the
students are asked to listen to the text as a whole. They are asked to reformulate the
important content in their own words, in the form of notes or a summary. They also
evaluate the information which may serve as stimulus for group discussion or other
classroom tasks.

Source: https://www.academia.edu/7771366/WILLIAM_LITTLEWOOD
 3. David M. Palmer (1982)

Dr. David Palmer was a linguist and an author of the book Information
Transfer for Listening and Reading (1982) and in an article English Teaching Forum
20 which contains a large number of useful and practical suggestions, in the ESL
context. David M. Palmer (1982) suggests basic information transfer strategies in
listening. Its goal is to learn and practice language in a written or spoken text by
putting it into another form. On the other hand, its features are the Information is to
reorganized by students into another form, for example a chart, grid, diagram or
picture. The student should focus on the message. The Language modes can be
designed for any of the language modes (receptive or productive). Other features
can be varied (student arrangement, information distribution, etc.). While the
procedure for receptive language modes: Students listen to an appropriate text, talk
or video excerpt (This is the ‘input’). During or after the input, students complete a
diagram or chart, etc., that reorganizes the information into another form. For
productive language modes: Students are given a chart or diagram of information
(This is the ‘input’) After studying this, they produce a piece of writing, a formal talk
or informal conversation that conveys this information in complete sentences. The
forms that the information can be reorganized into or from include maps, plans,
grids, tables, diagrams, charts, diaries, calendars, lists, and forms. Furthermore, the
teacher should consider some things like they need to choose the appropriate form
for the text chosen (for example: a grid or a diagram, depending on the content).
Make sure that the students can’t just copy chunks without understanding them by
requiring a different organization to the text. Information transfer charts can highlight
the structure of a text to make it easier for students to follow. If focusing on specific
vocabulary or grammar, make sure this language is used in places in the text where
the most information occurs. If the language is in an important part of the text, it is
more likely to be used. It is best to use this technique receptively (students listening
or reading) before using it productively (students speaking or writing). In terms of
variations, if using this technique for listening practice with the teacher speaking, the
teacher can draw attention to frequent words or important topic words by giving a
quick definition or by repeating the word. Use charts that can be used for any text of
a certain topic type (for example: physical structure or instructions). Headings should
be those relevant to the topic type, for example, for a description of a physical
structure (such as a plant or a form of government), headings would be “parts”,
“locations”, and “functions”. For an instructions text, headings would be “materials
and tools”, “steps”, “cautions”, and “results”. Repeat information transfer tasks using
the same topic type (for example, instructions) but different texts so that students
become familiar with the structure of a topic type. As they become more familiar with
the topic type, the language can become more difficult because they will be able to
predict better from their knowledge of the topic type. Information transfer can be
used with combining tasks, cooperatively (where students work together with the
same information), in a superior-inferior arrangement (where a teacher, student or
other has the information), or individually.

Source: https://tereomaori.tki.org.nz/Teacher-tools/Te-WhakaipurangiRauemi/Examples-
of-second-language-learning-tasks/Information-transfer-Palmer-1982
4. Randall Rockey (1983)

Randall Rockey (1983) suggests that the Barrett Taxonomy of Reading

Comprehension can be used as a guide for developing structures and leveled
listening comprehension exercises. In brief, the taxonomy consists of four
categories, each one designed to describe a discrete subset of skills: First is Literal
recognition or Recall, Recognition or recall of details, Recognition or recall of main
ideas, Recognition or recall of sequenced, Recognition or recall of comparisons,
Recognition or recall of cause-and-effects relationships, Recognition or recall of
character traits. Next is inference there are Inferring supporting details, Inferring the
main ideas, inferring sequenced, inferring comparisons, inferring cause-and-effect
relationships, inferring character traits, predicting outcomes, Inferring figurative
language. Third is evaluation, judgments of reality or fantasy, judgments of fact or
opinion, judgments of adequacy or validity, judgments of appropriateness, judgments
of worth, desirability, or acceptability. Last is appreciation, emotional response to plot
or theme, identification with the speakers use of language, reactions to the speakers
use of the language and imagery.

Source: https://koreatesol.org/sites/default/files/pdf_publications/KOTESOL-
Proceeds1997web.pdf

5. Celestre Zappolo (1985)

She taught EFL and ESL in the United States, Italy, and Guatemaia. Her
special interest are teacher training and curriculum development. Over the past 4
years, she has been an academic assistant (supervisor) and the teacher trainer at
the institution Guatermalteco americano in Guatermaia. Her M.S. degree, in Italian
and linguistic, is from Georgetown university. We who teach English as a foreign
language are keenly aware of our students need for in-class practice to improve their
understanding of spoken English. EFL students do not have ESL students’
advantage of a supportive English language environment to reinforce what they have
worked on in the classroom. The teacher must therefore provide activities that
stimulate such an environment as mush as possible, together with specific exercises
to develop this skill which is difficult for so many students. The exercises are
fundamental to the activities, in the same way that practicing scales is basic to the
playing of music. To develop the skill comprehending spoken English, the exercises
and the simulation activities should combine to form a graded listening-
comprehension program. Studies of adults use of the four communication skills
(listening-speaking-reading-writing) show that approximately 45% of their time is
spent in listening, as compared with 30% in speaking. Our students need skill in
understanding spoken English as well as to derive pleasure from the language
through movies, television, radio, records and so on. Yet, specific practiced aimed at
developing the students listening-comprehension ability is inadequate in many EFL
programs.
Source: https://books.google.com.ph/books?id=VLA5AQAAMAAJ&pg=RA3-
PA31&lpg=RA3-PA31&dq=Celestre%20Zappolo%20graded%20listening
%20comprehension&source=bl&ots=kXVP3fn9Xt&sig=ACfU3U2mPk9HOgvmdCgk
ArANFAaFRfrw_A&hl=en&sa=X&ved=2ahUKEwixh_2bpZHwAhWMF6YKHY-
MAuYQ6AEwBHoECAsQAg&fbclid=IwAR36_KpkpYI7xosj7QeBNgBA-
EbVVb4KxpoQyfNnKnJ8KdBQilXvOkQGyKY#v=onepage&q&f=false

6. Lorraine Pierce (1988)

Lorraine Valdez Pierce is an Associate Professor in the Graduate School of

Education at George Mason University. She focuses on designing curriculum and
assessment procedures for English language learners at the Center for Language &
Culture. She has also published articles in TESOL Journal, TESOL Matters,
and Educational Assessment. According to her, there are three big areas that make
teaching English language learners challenging. The three areas are language,
culture, and previous educational experience. So, when it comes — when we’re
talking about assessment, language is right up there as one of the big three with
regard to the difference in language between the language that they speak and the
language that they’re being assessed or tested in. Then there’s culture, which will
maybe lead to some differences in classroom behavior from what native speakers
would be producing or preparing. But then there’s also the parental role. When
parents come from different cultures, they may be less eager to run and participate
in the American public-school system. And then finally, the previous educational
experience that these children bring may include literacy, or not literacy. And this is a
very important variable in assessing students.

Source:https://education.byu.edu/tell/transcriptions/april_2001/lorraine_valdez_pierc
e.html
 WRAPPING – UP

Based on the insights you had in the demonstration of Dede Wilson and on
the extensive readings, how will you now make your own proposal on the
teaching and assessing listening skills developing COMPREHENSIVE AND
CRITICAL listening. You may identify the process of teaching. Present your
proposal with not less than 150 words.

Teaching listening is one of the most difficult tasks for teachers. This is because
successful listening skills are acquired over time and with lots of practice. It is frustrating for
students because there are no rules like in grammar teaching. This is not to say that there are
not ways of improving listening skills; however, they are difficult to quantify. Teaching of
listening can be done with various techniques, such as the use of a tape recorder, answering
questions according to the text, rewriting songs, listening to television by watching video movie
clips or CD-ROM, listening to the radio and using dictation, etc. Now, I proposed how I develop
student’s listening. Listening is an active process. We cannot develop speaking skills unless we
develop listening skills. In order to have successful conversation students must understand what
is said to them. The ability to understand spoken English is very important, but to develop this
ability students need a lot of practice in listening. Listening to spoken English is a way if
acquiring the language, picking up structures and vocabulary
As a future educator, I don’t say to my students to listen every single word because it
might cause panic to them but I would rather say to understand the general idea of the text. I
need to be able to guide them step-by-step and first thing I need to do is to motivate my
students to make them feel that they can. Another is activating their knowledge to the topic that
they are going to listen to and then explain the activities that I am going to do so that they can
really understand and I make sure that the learners are clear about why are they listening and
what is the main purpose of listening activity. I will help my future students to develop specific
strategies for listening. An important strategy that I should teach is “Intelligent guesswork”.
Where in my pupils are used to drawings on their background knowledge to work on something,
they are not sure of. I will set specific listening tasks. Listening is done in three stages: pre-
listening, while-listening post listening and have activities for each stage. Listening is an active
process, as the mind actively engages in making the meaning. I need to ensure that the material
they use is comprehensible to young learners and it is in range of what they are
developmentally ready for. Listening activities are hard and can be stressful. In order to
maximize the potential of acquisition of the language, we the teachers of young learners need to
ensure that the learners are not stressed when doing listening comprehension exercises.
I therefore conclude that through predication task using their knowledge, it helps the
learners to listen and focus their attention as they are actually doing the listening. In addition,
get feedback from the learners instead of having just getting the answers to know if they are
really listening and understand what they have listened. Also, in teaching listening, I might
encounter listening problems like unfamiliar words, noise, reading too fast and too many words
so that I need to find a solution for that like pre-teach vocabulary, make it visual, make it active
and make it familiar for the learners. As a future educator, my aim is to develop their listening
and give them confidence in what they are doing so that they are really confident and feel that
they can.

RUBRIC FOR RATING:

This output will be rated based on this rubric.

CONTENT (5) ORGANIZATION RELEVANCE (5) AUTHENTICITY TOTAL

(5) OF WORK (5) POINTS
The worksheet is The output was The content of the The output is free 20
totally accomplished output or the from duplication from
accomplished with based on the discussion in this other’s works. Idea in
citation of instruction given worksheet is wrapping up is
sources. and the order of according to the personally and
presentation is topic sincerely expressed.
followed. given. No
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inclusion of details
is seen.