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Teaching Listening

This document provides guidance on effective techniques for teaching listening skills. It notes that traditional methods like reading texts aloud and requiring full comprehension were ineffective. The goal of listening instruction should be to enable students to cope with natural everyday situations like conversations. Real-life examples of listening include interviews, lessons, and instructions. Spoken language differs from written in being brief, featuring varied pronunciation, vocabulary, and grammar. The document recommends exposing students to a variety of authentic listening materials and tasks. Successful tasks have clear purposes and expectations and elicit ongoing student responses through selective listening and short answers. Different activity types include no response, short responses, and longer responses. Activities should be adapted for level and interest.

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120 views

Teaching Listening

This document provides guidance on effective techniques for teaching listening skills. It notes that traditional methods like reading texts aloud and requiring full comprehension were ineffective. The goal of listening instruction should be to enable students to cope with natural everyday situations like conversations. Real-life examples of listening include interviews, lessons, and instructions. Spoken language differs from written in being brief, featuring varied pronunciation, vocabulary, and grammar. The document recommends exposing students to a variety of authentic listening materials and tasks. Successful tasks have clear purposes and expectations and elicit ongoing student responses through selective listening and short answers. Different activity types include no response, short responses, and longer responses. Activities should be adapted for level and interest.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teaching Listening

Prepared by: Karen Rose A. Serrania


ENG 108

What had gone wrong?

Formal, carefully enunciated language


Written texts read aloud
Audio-recordings
Written comprehension questions to be
answered later
Tasks that provided no advance information
about text or listening purpose
The demand that students understand
everything in the text

Goal
-enable students to cope with the
natural listening situations that
they are most likely to encounter
in real life

Examples of Real-life Listening


Conversation
Interviews
Lessons
Shopping or getting instructions

Features of Informal Spoken Language

Brevity
Pronunciation
Vocabulary
Grammar
noise
Redundancy
Varied accents
Facial expressions and body language

Practical tips
Dont just use recordings
Teacher talk
Bring visitors
Develop your reading-aloud skills
Make sure you include a varied sample of
listening texts

Design features which can contribute


to a successful listening task
Expectations
Purpose
clear and audible response
Selective listening
ignore irrelevant bits
Ongoing listener response
involves intermittent responses

Interest
the task should be interesting to do

Exceptions
try something different

No task
no focused goal (joke, anecdote)

No preparation
challenge students to do a task without
preparation (television or radio program)

Types of Activities
No overt response
Short responses: students respond by
writing a word or a symbol by physical
movement
Longer responses
Extended responses

Adapting activities
Activity 1: Instructions
A. Instructions to learners
1. Listen to the recording of someone giving
instructions. What are they talking about?
2. Look at the words below. Use a dictionary
to check the meaning of any you are not sure
about: router, cable, socket, browser (etc.)

B. Instructions to teacher
1. Play the recording; then give students time to
do the second stage above.
2. Play the recording again, and then check
answers.
C. Listening text
Ok, youve got a new router? Great. Unpack it and
put it in the holder. Now attach the electric cable
and plug it in, but dont turn on the router yet.
Next, you need to attach the ADSL cable to the
ADSL socket in your wall.

Activity 2: Filling in names of animals


Activity 3: Information

Source: A course in English Language Teaching


Ur, P. Cambridge University

Thank You!!!

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