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Principles of teaching listening and speaking skills:

-Listening processGroup 2(PISMP/ TESL 2/ SEM 3) Anwar Radhi bin Abdullah Farid Syazwan bin nordin Hong Yin Yin Lee Li Wen Noor Intan Shafiqah bt Kamaruzzaman Syed Ali bin Syed Abdullah Thani

Why Listening Needs to be taught?

The one we used the most in our daily life

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The key to language development of children learn English

Important for developing speaking skills

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Purpose of listening
For maintain good social relation Establish the goodwill through the talk building bonds with others Obtain, learn, evaluate the information
Understand a message remember important information Evaluate a message Determine the speakers purpose, identify the big ideas, and then organize the information in order to remember it.

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Purpose of listening
For academic purpose
Extend knowledge and skills

Distinguish among sounds

develop phonemic awareness Notice rhyming words

For entertainment, enjoyment

listen to storytellers tell stories listen to poets recite poems view films and videotaped

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listening process:
Hearing vs. Listening
Hearing is a passive process while listen is an active process. When listening, we direct attention to the act of hearing.
Listening involves an intention both to hear and to understand what is heard. Hearing = Natural, Listening = skill.

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listening process:

Bottom-up vs. Top-down processing Bottom-up processing

A ways in which the linguistic competence of a listener works to build towards comprehension of a message Focuses on sounds, words, grammatical structures, etc. (Brown, 2007) Listeners use linguistic knowledge to understand the meaning of a message.

Bottom-up processing
lower level: sounds

Listen

Words

Final message

Lexical meaning

Grammatical relationship

listening process:

Bottom-up vs. Top-down processing

Top-down processing
Drawing on the listeners own prior knowledge and expectation to help decode the message.
Require the use of background knowledge in order to understand the meaning of the text. Prior knowledge can be either (See Long,1989) :
Content scheme ( general info based on previous learning, experience) Textual scheme ( awareness of the kinds of information used in a given situation)

Top-down processing
Making as much use as you can of your knowledge and the situation.

From your knowledge of situations, contexts, texts, conversations, phrases and sentences, you can understand what you listen.

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listening process:
Listening is an Interactive process
Developed by Rumelhart and his associates. Involve both bottom-up and top-down processing. According to Rumelhart, language is processed simultaneously at different level. In this parallel processing, phonological, syntactic, semantic and pragmatic information interact with each other.

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listening process
The listening process has three steps: receiving, attending, and assigning meaning (Wolvin & Coakley,1995).

receive the aural stimuli or the combined aural and visual stimuli presented by the speaker.

focus on important stimuli while ignoring other, distracting stimuli.

comprehend or assign meaning to the speakers message.

What is Extensive Listening?

A way to acquire students vocabulary and grammar and make students better readers.
Extensive listening can have a dramatic effect to a students language learning. It takes place outside the classroom, in students homes, cars or on personal MP3 players.

Materials for Extensive Listening

Simplified readers with audio tapes(Cassette or CD) Course book CDs/ tapes

Tapes of authentic material

NOTE: In order to help students experience a successful extensive listening activity, there is a need to select listening material that is appropriate to their level and topic.

Choosing the Right EL Level

Build listening fluency (speed of recognition of words and grammar)

Aim

There are several key things to decide: Listen to something and ask yourself these questions
Can I understand about 90% or more of the content (the story or information)? Can I understand over 95% of the vocabulary and grammar? Can I listen and understand without having to stop the CD or tape? Am I enjoying the content of the listening material?

 To encourage extensive listening, we can ask students to perform a number of tasks.

They can record their responses to what they have heard in a personal journal. Fill in report forms after listening to a listening material.

Summarize the contents of a tape.

Write comments on cards.

involves more detailed analysis of the language used often mining it for other purposes, such as for dictation to build vocabulary and grammar

What is Intensive Listening?

listening for specific information

going over a piece of material multiple times

specific information involves finding the answers to specific questions

Intensive Listening
Example of Intensive Listening Activities
~Asking students to listen and follow the transcript to identify a certain grammar or vocabulary point ~Asking students to listen and fill in gaps in a text

1. Live Listening - Teacher talk to the students

2. Using audio material

- Teacher use audio materials such as CD, tape - Students can hear a variety of different voice

- Practise listening in face-toface interaction

- Students can see who they listening to

Reference

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http://www.teachingenglish.org.uk/articles/listeningtop-down-bottom http://www.pearsonhighered.com/samplechapter/0 131720066.pdf (2005)ELT Methodology-Principles and Practice. 2nd edition. Oxford Fajar. Jeremy Harmer. he practice of English Language Teaching.4th edition. Pearson Longman. English Language Curriculum for Malaysian Primary classroom Yr1 http://www.llas.ac.uk/resources/gpg/67#toc_1