6.

Listening Comprehension of Mining Video

Subjects
A. What is Listening Comprehension?
B. What is Listening Comprehension of Mining Video?
C. Listening Comprehension of Mining Video Strategies:
1. Before Listening Mining Video
2. While Listening Mining Video
3. After Listening Mining Video

Goals
The goal of Listening Comprehension of Mining Video:
1. To improve the listening comprehension skill.
2. To apply the listening strategies for understanding the spoken language.
3. To understand the content of some kinds of mining videos.

A. What is Listening Comprehension?

Listening comprehension is listening (or hearing activity with full attention) to what someone
is saying, and attempting to understand what is being said. It can be described in a lot of
ways. The listeners analyze what the speaker is saying for hidden messages, and meanings
contained in the verbal communication. They look for non-verbal messages from the speaker
in order to indicate the full meaning of what is being said. Listening comprehension
encompasses the multiple processes involved in understanding and making sense of spoken
language. These include recognizing speech sounds, understanding the meaning of individual
words, and/or understanding the syntax of sentences in which they are presented. Listening
comprehension can also involve the prosody with which utterances are spoken (which can,
e.g., change intended meaning from a statement to a question), and making relevant
inferences based on context, real-world knowledge, and speaker-specific attributes (e.g., to
what information the speaker has access and about what he/she is likely to be talking).

B. What is Listening Comprehension of Mining Video?

Listening comprehension of mining video is an active process in which the listener digests
spoken information into relatable chunks that contain meaning from such mining video. It is
not only just hearing what is said on video; rather, but also identifying and understanding
the implicit and explicit meanings or messages of the words or expressions, phrases and
sentences the listeners hear and relate them in some way to know the purpose of the mining
video. In here, listeners are capable to simultaneously understanding a speaker’s accent,
pronunciation, grammar, vocabulary, meaning, topic and concept, context and purpose of the
mining video.

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C. Listening Comprehension of Mining Video Strategies
Listeners should use a wide range of strategies to help them comprehend and construct
spoken language effectively. They need to be explicitly taught how to select and use a wide
range of strategies when listening, and to understand that their use of these strategies will
be determined by context and text form. Some strategies will be more appropriate to use
before listening, while or during listening; and after listening are more suited to reflection and
review. Listeners need to be able to apply these strategies throughout the listening process,
before listening to determine how much detail they will need to understand the message, and
during listening to determine which information to closely attend to and retain, and after
listening for reflecting and reviewing on the message contained in video.

1. Before Listening Mining Video

a. Predicting
Predicting helps listeners to activate their prior knowledge of a context or topic, allowing them
to combine what they know with the new information. Predictions will be based on listeners’
familiarity with the topic and the context, and how familiar they are with the speaker’s attitude
and purpose, tone and intonation.

b. Self-talk
Listeners continually use self-talk as a part of their thinking process. Self-talk is the running
commentary that goes on inside listeners’ heads, usually without any verbalization. Self-talk
is how they make sense of their thinking and reflect on their actions. Self-questioning is part
of self-talk; the two strategies usually operate together. This strategy helps to build listeners’
understanding of the strong links between thinking and actions.

c. Self-questioning
Listeners continually think and ask a wide range of questions before, during and after speaking
and listening; they use these questions to help them comprehend and make meaning. Often
these questions are spontaneous and natural, with one question leading to the next. Questions
can relate to content, style, text form, important messages, events, actions and inferences.
They can also relate to predictions, the speaker’s intent or attempts to clarify meaning. Self-
questioning is how listeners clarify their understanding, examine new concepts, reason,
analyze and hypothesize, and it helps listeners to develop a deeper understanding of what
they are listening to.

2. While Listening Mining Video

a. Visualizing and Creating Images
Listeners use all of their senses to continually create mental images. Creating mental images
promotes the use of prior knowledge. It improves the ability to make predictions, draw
inferences, interpret information, remember details, and assist with overall comprehension
and memory.

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b. Determining Importance
Determining importance in listening includes selecting the appropriate content, text form and
conventions to suit the intended purpose. It includes selecting which information to retain in
short- or long-term memory, and which information to respond to. This strategy is actually a
taking notes activity or memorizing general important information.

c. Paraphrasing and Summarising

As developing listeners assume greater control of the ‘determining importance’ strategy, they
become more able to paraphrase and summarise. Paraphrasing is the strategy listeners use
to restate a spoken text in a way that retains the sense of meaning and provides clarification
for understanding. Paraphrasing requires listeners to restate the essence of the original text
in a more concise form. Summarising is important, as it helps the listener to be aware of what
they are being told. The Determining Importance strategy allows listenerts to paraphrase and
summarise; they can also use predicting and synthesising strategies. There are many
strategies that underpin paraphrasing and summarising, making it a complex strategy to
learn. However, the massive volume of spoken texts that listeners are exposed to – and the
growing range of modes and formats – make this strategy an essential part of listening.

d. Connecting
Listeners will listen to and respond to topics they know and care about. This allows them to
make strong connections between their prior knowledge and the information they listen to. It
means that listeners obtain meaning from spoken information intertwined with the meaning
they brought to it. Activating listenerts’ prior knowledge before listening allows them to
consider what they already know about the content, form, format and conventions to be used.
The connections can be defined as follows:
 Text-to-self connections involve listeners thinking about their own life and connecting their
own personal experiences to new information. Text-to-self connections are often
emotionally based, making an emotional connection to something that will help us to
remember. Emotions determine attention and help to create meaning.
 Text-to-text connections involve listeners thinking about oral texts they have previously
composed or understood. They might make connections to other themes, styles,
organisations, structures, characters or content.
 Text-to-world connections involve listeners thinking about what they know about the world
outside their personal experience, their family and their community. These connections
are often bigger ‘idea’ connections and link listeners’ understandings to something in the
broader world. It is important to help listeners refine and limit their connections to those
that help them to understand and make meaning.

e. Comparing and Contrasting

Making comparisons relates closely to, and is an extension of, the connecting strategy. As
listeners make connections to their prior knowledge, they also begin to make comparisons
with the information they are receiving. When listeners make comparisons, they begin by
asking questions, e.g. How is this information different to what they have heard before? How
is it different from what they already believe about that issue? Why is the information different
to them? Being able to recognise and describe the similarities and differences between ideas
is a critical skill for listeners to learn.

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f. Inferring
Making inferences is a strategy used by effective listeners as they take meaning from spoken
texts, then add their own ideas to make inferences. During the process of inferring, listeners
make predictions, draw conclusions and make judgements to create their own interpretations.
Making inferences allows them to move beyond the literal text and to make assumptions
about matters that were not actually stated. Inferences can be made by using acoustic, vocal
or lexical information within the text to guess the meaning of unfamiliar language items, or
to fill in missing information, for instance listeners may be able to infer the meaning of spoken
text by the tone and volume of the speaker’s voice.

g. Synthesising
When composing and comprehending spoken text, listeners use synthesising to piece together
information from a variety of sources, much like putting a jigsaw together. As listeners listen,
they continually reflect on what they have just heard. This enables them to keep track of their
thinking and to maintain meaning. Listeners who consciously use this strategy are able to
continually monitor their understanding, allowing them to pull together or retell information
that they have heard. During the process of synthesis, they may be connecting, comparing,
determining importance, posing questions and creating images, e.g. a listener may retell what
they have heard as a way of synthesising information.

3. After Listening Mining Video

After listening mining video, listeners make self-monitoring and self-correction of meaning,
message, or information what they watched and heard. Listeners continually reflect on what
they are hearing to confirm their understanding. If understanding breaks down the listener,
they repair strategies to retain or clarify meaning, e.g. repeating, re-casting, paraphrasing,
summarising and asking questions. The ability to monitor their own understanding, and to be
able to make the appropriate corrections if understanding is not present, is quite complex and
relies on the effective use of the strategies previously discussed. Listeners consider and record
the strategies they use in their listening helps to develop their ability to self-monitor and self-
correction of meaning.

Exercises
 Search and download mining video with certain specific topic.
 Watch and listen the video carefully.
 Comprehend and manage important information described in the video.
 Discuss the content of the video with others in the class.
 Get some conclusions from the discussion.

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References
a. Field, John. 2008. Listening in the Language Classroom. USA: Cambridge University Press.

b. First Steps. 2013. Speaking and Listening Resource Book. Australia: Department of
Education.

c. Rost, Michael. 2011. Teaching and Researching Listening. New York: Pearson Education
Company.

d. Worthington, Debra L. and Margareth E. Fitch-Hauser. 2018. Listening: Processes,

Functions, and Competency. New York: Routledge.

Thank You

GENIUS IS THE GOLD IN THE MINE

TALENT IS THE MINER WHO WORKS AND BRINGS IT OUT

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