Materials and the Pedagogical Model for Listening

In this lesson, students must listen to instructions on how to make an animal

mobile, given by the teacher in L2.
I. Prelistening activity: The teacher holds up different pictures of animals
and asks class to shout out the names.
II. Demonstrations: Teacher holds up a completed animal mobile and
asks students whether any one of them has something like this at
home. The teacher tells students today they are going to make a
mobile.
III. Getting Ready: Teacher distributes four pieces of paper to students
and tells them to take their pencils, colored pens, and scissors.
IV. While-listening Activity: Teacher gives the following instructions to the
students. Each instruction is repeated several times. Between the
instruction, the teacher circulates and checks that all students are on
tasks.
V. Postlistening Activity: At the end of the lesson, the teacher asks some
students to hold up their mobiles and has the rest of the class to cut off
the animals on them.

How this Activity Fit into the Model

Listening Descriptions Language Skills Learning Skills
Dimension of Activity Objectives Objective
Individualizatio Learners Listen and decide Metacognitive
n have choices which animals to Strategies
as to which draw.  Advanced
animals they organization
wish to draw.  Directed
Attention
Cognitive Strategies
 Personal
elaboration
 Creative
elaboration
Social features Students can Checking instruction
Metacognitive
chat with the with teacher in an strategies
teacher as individual basis.  Comprehensio
he/she Getting information n monitoring
circulates about animals names.  Double check
and helps monitoring
them. Cognitive strategies
 Inferencing
between parts
 Imaginary
 Translation
Socio Affective
strategies
 Questioning
clarification
Contextualized The students Following instruction Metacognitive
Dimension have tasks to to complete a task. strategies
do and so the  Directed
language is attention
contextualize  Auditory
d within the monitoring
task. Cognitive strategies
 Linguistic
inferencing
 Personal
elaboration
 Translation
Affective In the Listen and responds Metacognitive
Factors postlistening to strategies
activity, in encouragements/prais  Performance
which e from the teacher. evaluation
students hold  Strategy
up their evaluation
mobiles for Cognitive strategies
the rest of  Voice
the class to inferencing
see. Socioaffective
strategies
 Tasking
emotional
temperature
 Developing Listening Skills Through Technology

Technology is useful to teach listening because each type of technology provides

opportunities for students to explore their ranges of listening strategies. And it
allows for more emphasis on certain aspects, such as cross-cultural,
interactional, critical, and contextual dimensions of listening, to be developed.
Technology also makes learning process of listening more entertaining. Using
media, for example radio, could be an effective way to develop students’ listening
skills and build up student confidence in listening since they did not have
sufficient access to native speakers.

Radio
 Listening to the radio is one of the most accessible ways a learner has of
developing listening skills. Listening to the radio is not an activity that is
often used in class time. Perhaps, this is because radio, listening can be
done only in real time and the scheduling of language classes to catch
particular radio program is difficult.
Audio-tapes
 Audio cassette players are the simplest and cheapest way to provide
listening practice opportunities for students in classroom. Because nearly
all general courses book these days have accompanying audio cassettes,
a cassette player has become an essential tool in the language
classroom.
Video
 The use of video to help develop listening skill has received much
attention since it began to appear regularly in language classes in the mid
1970’s. The obvious contextualization of language provided by video,
made it a popular medium in non-English-speaking countries.
Computer-Assisted Language Learning
 Since the 1960s, computers have been used in language education.
During this forty-year period, the use computers could be divided into
three main stages: behaviorist computer-assisted language learning
(CALL); communicative CALL; and integrative CALL (Warschaver and
Healey 1998). Each of these stages corresponds to the available
technological and the prevailing pedagogical theories.
Parts of Listening Ability we can Develop by using Technology
a. Hearing the Sounds
 By using technology, for example radio, we would have an access to know
how native speakers pronounced their words. Therefore, it would help us
to be able to distinguish between two similar words, like, think and thing,
etc.
b. Understanding Intonation and Stress
 The English system of stress, intonation and rhythm, though perhaps less
obvious difficult than problems of the actual sounds, can interfere with the
foreign learners proper understanding of spoken English.

c. Predicting
 If the listener can make a guess as to the sort of thing that is going to be
said next, we will be much more likely to perceive it and understand it well.
We may even be enabled to do without altogether
d. Understanding Colloquial Vocabulary
 Much of the vocabulary used in colloquial speech may already be known
to the foreign learner; but this does not mean that we are familiar with it.
Therefore, technology help us to be more familiar with vocabulary in
colloquial speech, for example by using video.
e. Understanding Different Accents
 We can differentiate various accents spoken by native speakers, for
example by watching movie. Movie provides different people for different
accents.

Prepared by:
Maricel M. Diego
BSED III