The Teaching

of Listening
and Reading
Did you know that:
Your fastest means of
communication is listening?
You get more than 40% of your
information through listening?
You receive messages from any
direction, from around corners,
and through some barriers?
 WHAT IS
LISTENING?
Listening is attending to
what you consider important.
It is trying to get the meaning
of what you hear.
WHY WE
LISTEN?
To be able to engage in social
rituals
To get information
To be able to respond to
“controls”
To respond to feelings
To enjoy
The Listening Process
UNDERSTANDING

RECEIVING REMEMBERING

RESPONDING EVALUATING
 5 Steps in Listening Process
RECEIVING THE SPEAKER’S
MESSAGE
DETERMINING WHAT THE
SPEAKER
RETAINING MESSAGES FOR
ATLEAST SOME PERIOD OF TIME
EVALUATING OR WEIGHING WHAT
WAS SAID
SENDING SIGNALS
HOW PEOPLE LISTEN
MARGINAL/PASSIVE
LISTENING
- also called hearing or auding,
the listener hears the sounds,
often in the background but
simply ignores them. beacause
he or she engrossed in another
task.
ATTENTIVE LISTENING
- the listening focuses
attention and shows interest
in what is being said. he or
she takes note of the specifics
and how they relate to the
main points made by the
speaker.
CRITICAL/ANALYTICAL
LISTENING
- in this type of listening one has
to decide on the truth of ideas,
pass judgement on claims made
and make decisions on wether
to accept what she or he hears,
reject it or take it with a grain of
salt.
APPRECIATIVE LISTENING
- this type of listening gives
the listener pleasure
maybe from the humor, or
the blending of voices in
choric arrangements.
THE NECKLACE
LISTENING AS COMPREHENSION
Listening comprehension is the
precursor to reading comprehension,
so it's an important skill to
develop. Listening
comprehension isn't just hearing
what is said—it is the ability to
understand the words and relate to
them in some way. ... You use these
same comprehension skills when you
read
TOP DOWN PROCESS
 the idea that to process and
understand a text we start with
“higher-level” features –
background knowledge, context,
overall meaning – and proceed
through a series of steps “down” to
“lower-level” semantic, syntactical
and phonological features
his contextual information at
the top can come from
knowledge about the world or
the speaker/writer, from a
mental image or expectation set
up before or during listening or
reading (often called
a schema), or from predictions
based on the probability of one
bottom-up process

To process and understand a text

with bottom-up processing, we
start by recognising phonemes,
combining these into syllables,
syllables into words, words into
clauses, and so on “up” to
contextual and background
information