FRANCIS SAM L.

SANTAÑEZ
Earning Units in English Major
Subject: Teaching and Assessment of Literature Studies

MODULE 5
Teaching Listening Skills

ELICIT

1. Good communication necessitates the ability to listen. Messages are

easily misunderstood if you don't know how to listen well. As a result,
contact breaks down, and the message sender can become upset or
annoyed as a result. Listening is the one communication ability that you
can strive to master. If you have trouble listening, you may have trouble
learning.

ENGAGE

1. Listening is an active phase in which the decision to listen to and

consider the speaker's messages is made. Listening is an ability that can
be learned and improved by practice. That is, instead of passively
‘hearing' the speaker's voice, you are entirely focused on what is being
said.

EXPLAIN

1. David Nunan dubbed listening the "Cinderella" skill in the late 1990s,
referring to it as a skill that is often overlooked in language learning
studies due to a greater focus on speaking. Listening is the Cinderella
ability when it comes to learning a second language. It has been ignored
all too much with speaking. Most people believe that knowing a second
language entails being able to speak and write in that language. As a
result, listening and reading are secondary skills that serve as means to
other ends rather than ends in and of themselves.

2. Listening for-gist: It is general listening, especially in skimming. This

happens when we listen to get a general idea about a topic. Example is
listening to a summary of the day’s news on the radio.

Listening for specific information: This is when we listen to something

in order to learn a specific piece of knowledge. Listening to the weather
forecast to learn about the weather in your city is an example.
 Listening in detail: It is the scanning of intense listening. This is when
we listen very carefully, paying close attention to every word and
attempting to comprehend as much detail as possible. A jury member,
for example, is listening to a witness's testimony.

Listening to infer: It is listening and showing empathy to the listener.

A guidance counselor giving advices to students is one good example.

Listening to questions and responding: It is carefully listening to

questions or queries which needs to be answered. Example include
teachers asking questions on oral recitation and a quiz master giving
question son a quiz bee.

Listening to descriptions: It is being keen to the information being said

or given which are specifically described.

ELABORATE

1. Top-down approach concentrate on the listening text and overall context.

Frequently, the discussion of the subject is followed by the use of a 'gist'
or 'extensive' activity to listen for the overall context. Top-down methods
depend on students having some knowledge of the subject and/or
understanding how specific exchanges in specific social circumstances
operate. Bottom-up approach, on the other hand, concentrate on
listening for information and include exercises that rely on sound or
word comprehension. Tasks are referred to as 'intensive' since they
concentrate on searching for specific information.

EVALUATE

1. The ability of students to listen is critical to the quality of

communication. A broad variety of factors influence their production and
application. One of them is the use of professionally focused audio and
video materials, specifically the consistency, quantity, systematic, and
cyclic use of these materials.

Owing to the emergence of modern information technology and the

availability of a wide variety of free authentic audio and video materials
on the Internet, the function and place of listening in studying and
teaching foreign languages has also changed significantly. The
availability of free downloadable audio and video materials has paved the
way for the development of completely new products.
 There are several reasons to listen effectively. We will help students
develop their vocabulary, grammar knowledge, pronunciation, listening,
speaking, and writing skills by exposing them to a range of authentic
materials. Students' needs can be met by listening to professionally
focused content, which will help them broaden their speciality
knowledge.

Intensive and detailed listening exercises on a subject should be included

in any listening sequence. Students gain greater autonomy and have
more chances for self-study when they combine intense and
comprehensive listening. Students with lower language proficiency
should listen or watch listening materials as many times as they need at
home, doing additional activities to develop their language skills.

We may also improve the process of teaching listening by combining two

forms of text processing in listening sequences (top-down and bottom-
up). The focus in top-down processing is on having a general sense of the
audiotext. Students' attention may be based on more complex elements
of the audiotext, such as individual words, phrases, or connecting
devices, in bottom-up processing.

Bottom-up processing achieves comprehension by combining different

elements into a whole piece of data. It is fair to use both forms of
information processing in the creation of listening sequences. It would be
difficult to come to a simple general audiotext understanding without a
complete understanding of a wide variety of information by bottom-up
processing.

Students would be unable to comprehend the text even if they

understood its specifics if they did not have a global understanding of the
subject. We may begin with listening exercises to help students gain a
general understanding of the text before moving on to activities that will
help them interpret the text in greater detail.

As a result, the creation of listening sequences should be based on a

blended learning approach to enable students to self-study both in and
out of class. Their development and usage, in turn, necessitates the
creation of specific teacher and student instructions for intensive
classroom and home listening exercises.

EXTEND
1. Hearing is simply the act of the ear perceiving sound. Listening, on the
other hand, is making sense of what we heard. Listening requires focus
in order for the brain to process meaning from terms and sentences.

2. The video presented the difference between listening and hearing. I’ve
learned that it is in listening that we parse what we hear and process it
in our minds by analyzing and trying to relate it to our prior knowledge.

3. Active listening is active learning, and this should be taught to our

learners. I will apply it in my lesson by letting them watch audio and
video presentation about our lesson and try to comprehend about it by
active listening.