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    This document discusses listening in the context of teaching English as a foreign language. It begins by defining listening as an active process of making sense of what we hear. Historically, foreign language learning focused on reading and writing, not listening. The document outlines principles for teaching listening such as exposing students to different processing methods and task types. It provides classroom techniques like modifying materials to add specific information listening tasks and adding tasks about main ideas and order. Lessons should include a warm-up, main listening task, and speaking task related to listening. The conclusion emphasizes prelistening tasks and exposing learners to varied tasks and types of listening to develop listening skills.

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    This document discusses listening in the context of teaching English as a foreign language. It begins by defining listening as an active process of making sense of what we hear. Historically, foreign language learning focused on reading and writing, not listening. The document outlines principles for teaching listening such as exposing students to different processing methods and task types. It provides classroom techniques like modifying materials to add specific information listening tasks and adding tasks about main ideas and order. Lessons should include a warm-up, main listening task, and speaking task related to listening. The conclusion emphasizes prelistening tasks and exposing learners to varied tasks and types of listening to develop listening skills.

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    6 views10 pages

    Tefl (Listening) - Linda Mariani Gulo

    Uploaded by

    Linda Mariani Gulo
    This document discusses listening in the context of teaching English as a foreign language. It begins by defining listening as an active process of making sense of what we hear. Historically, foreign language learning focused on reading and writing, not listening. The document outlines principles for teaching listening such as exposing students to different processing methods and task types. It provides classroom techniques like modifying materials to add specific information listening tasks and adding tasks about main ideas and order. Lessons should include a warm-up, main listening task, and speaking task related to listening. The conclusion emphasizes prelistening tasks and exposing learners to varied tasks and types of listening to develop listening skills.

    Copyright:

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    of 10

    LISTENING

    Marc Helgesen, Miyagi Gakuin Women’s College (Japan)

    Name : Linda Mariani Gulo


    Semester : IV
    Class :B
    Course : Teaching English As A Foreign Language

    Lecturer : Mr. Adieli Laoli, M.Pd.


    What is
    listening?

    Background to
    Conclusion the teaching of
    listening

    SUBTOPIC
    Principles for
    Listening in the
    teaching
    classroom
    listening
    Classroom
    techniques and
    tasks
    A. What is Listening?

    ⇨ Listening is an active, purposeful process of making sense of


    what we hear.
    ⇨ Listening is very active. As people listen, they process not
    only what they hear but also connect it to other information
    they already know.
    ⇨ Listening is often compared to reading, the other receptive
    skill.
    B. Background to the teaching of listening

    ⇨Historically, learning a foreign language meant learning to


    read and write. Listening was virtually ignored. Then, in
    the late 1800s, interest in using children’s learning of their
    first language as a model for foreign language teaching
    grew.
    ⇨Listening was seen as a major source of comprehensible
    input.
    C. Principles for teaching listening

    1. Expose students to different ways of processing


    information: bottom-up vs. top-down.
    2. Expose students to different types of listening.
    3. Teach a variety of tasks.
    4. Consider text, difficulty, and authenticity.
    5. Teach listening strategies
    D. Classroom techniques and tasks

    1. Modifying materials to add “listening for specific information”


    ⇨ Micro-listening
    ⇨ Bits and pieces
    ⇨ What do I want to know?
    ⇨ Dictation and cloze
    ⇨ What are they talking about?
    D. Classroom techniques and tasks

    2. Adding gist tasks


    ⇨ Main ideas
    ⇨ What is the order?
    ⇨ Which picture?
    3. Inference
    ⇨ Focus on emotions
    ⇨ Look for background information
    E. Listening in the classroom

    In considering activities in the classroom, the flow


    suggested below is often a useful way to structure a lesson plan to
    include listening:
    ⇨ A warm-up activity that integrates top-down and bottom-up
    data.
    ⇨ A main listening task.
    ⇨ A speaking task related to the previous task.
    F. Conclusion

    ⇨ Prelistening tasks are suggested as ways to integrate a


    learner’s processing.

    ⇨ Exposing learners to a variety of tasks, as well as different


    types of listening, is helpful in enabling them to become
    more skillful listeners.
    Thank You!
    CREDITS: This presentation template was created by
    Slidesgo, including icons by Flaticon, infographics & images
    by Freepik

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