Prepared by:

ALINDUGAN, MARIA FERNANDA T.

AMPONIN, JHAMIL L.
Objectives:
1. define what analytical listening is;
2. explain the TQLR technique and the sectional approach
that may be utilized to develop analytical listening skills;
3. demonstrate how those two approaches may be used
on a given text; and
4. present listening texts employing two different modes:
taped and live
 CRITICAL LISTENING

ANALYTICAL EVALUATIVE
Enable the listener to
establish relationships
between and among
items in a given text.
TO THINK:
• linearly and logically in a step-by-step way;
• hypothetically and scientifically establishing a “what if?”
hypothesis, collecting and examining clues and data to
confirm it, and
• deductively, putting together the evidence and drawing
conclusions
Two approaches to develop analytical
listening skills:

TQLR

Sectional Approach
 TQLR
- recommended by the Science
Research Associates (SRA).
 The students are to tune in to the topic and recall what they
know about it.

 Before the students listened to the recorded talk, the teacher

had asked them to predict what the talk would be about based
on the short remarks introducing the resource speaker.
Q-Questions students generate
 The students are asked to raise questions about the topic which they
expect will be answered in the talk.

 The questions raised serve as guide questions which make the listening
task purposive.

 WHO, WHAT, WHERE, WHEN, and HOW questions

bases for fact-finding or gathering information

While, WHY questions lead one to analyse, infer, interpret, deduce,

arrive at conclusions and draw up conclusions.
 LISTENING
Having raised questions about the
topic, the students now listen to the
text which may be taped, read loud
by the teacher or delivered live by the
resource speaker himself.

• single out the key points made by the speaker;

• establish connections between them and;
• distinguish between main ideas and illustrative
materials.
 • which of the
questions raised
were answered;
Responding
• which ones were
not;

• what answers were

provided and;
• what additional information
was given for which no
questions were raised
Respond to what they
picked up from it
Listen to the text with the
questions in mind

Raise questions about it

Tune it to the topic

Sectional Approach
- ideal for long listening texts.
 1. Allows the 4. Guides the
teacher to break students through
up a long text into the different stage
its component of analysis.
parts or sections. 3. Enables the
listener to see the
relationships
2. Highlights the between and
different parts or among the parts.
sections of the
overall “macro-
discourse pattern”
of the text.
• Students may have a fragmented
view of the selection.
• They may have a difficult time
seeing it in its totality.

• Will certainly tax the teacher’s

voice.
The Macro Discourse Pattern:
Problem-Solution (PSn)

Winifred Combrie points out that ideas in a text may be

arranged following two possible macro-discourse patterns
namely:

• Problem-Solution (PSn) or
• Topic-Restriction-Illustration (TRI)
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 Reordering Addition

• Solution first before the • a situation (S) is presented

problem and gives rise to the
• (SnP) problem (P). A number of
solutions are attempted
(Sn) leading to a final result
(R) then an evaluation (Ev)
is made.
 Conflation

Patient: I’m here, doctor, because the pain got worse overnight.
Situation Problem

Doctor: I’ll give you some of these really effective pain killers.
Solution Evaluation
 Three components of critical thinking:

1. Awareness of a set of interrelated

questions

2. Ability to ask and answer critical

questions at appropriate times.

3. Desire to actively use the critical

questions.
 Select the right kind of
listening materials or text.
 Where analytical listening is
concerned, specific directives
calling for these specific tasks
should be given.
Multiple alternative viewpoints
could be presented to stress
that reasonable and intelligent
people often disagree.