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PAMANTASAN NG CABUYAO
KATAPATAN HOMES, BANAY-BANAY, CABUYAO LAGUNA

College of Education

Learning Material Week 15 Language Learning Materials Development SEM111

Title: Material for Developing Listening and Viewing Skills
Objective:
At the end of the lesson the student should be able to:

1.select appropriate materials for the specific competencies/macro skills;

2. design and/or improve (existing) contextualized and localized materials for the identified K to
12 English competencies; and

3.. produce language learning through the improvement of the listening and viewing skill.

Introduction

for Developing
Listening

Skills
Guidelines for Developing
Listening Materials
Listening as a receptive skill is
considered the oral skill which
is the primary ability
developed in first language
acquisition. However, until
recently listening was ignored in
the
second language context.
Moreover, Nunan (2002) adds that
EFL students spend a lot of class
time for listening, but it is the
most unnoticed of the four skills in
EFL contexts. Traditionally,
speaking was emphasized more
than listening. However, with
the emergence of
Comprehension Approach and
Natural Approach more attention
was paid to listening. These
approaches put their emphasis
on oral perception than
production; in this way,
listening
acquired its deserved significance.
Krashen (1985) stresses the
importance of comprehensible
input before language
production. This view bolds the
role of listening in second and
foreign language situations. Nord
(1980) claims that some people
believe language learning is not
just learning to speak, but it is
learning to build a mental map
of meaning. Cognitive maps,
built through listening but not
speaking.
Like listening practice, developing
listening materials has been
marginally dealt with in
instructional materials. Until
recently, little attention was paid
to develop appropriate listening
materials. Most listening
materials were based on audio
files used for developing oral
production. To open new horizons
to develop listening materials in
this technology era, this
chapter tries to introduce different
listening activities and
technologies used for the
development
of listening material
Listening is one of the four skills (listening, speaking, reading, writing) in language fields
teaching, it is natural and it plays a role in all foreign language teaching. Because listening is an
essential activity of communication between humans, it is the window through which the human
view of the world around him, through which he receives the oral message. And the means to
acquire other language skills (speaking, reading and writing) because through listening skill man
acquires vocabulary and learn patterns of sentences and structures and receive ideas and
concepts, translate patterns, sentences and others into meanings and semantics.

Based on the above, we found that the teaching of listening skill is imposed in any
institution that is interested in teaching the Arabic language. To facilitate the teaching of this
skill, the author wishes to write a scientific article in the preparation of learning materials for a
subject listening skill.

Lesson Body

The Understanding of Listening

Linguists and language specialists agree that the understanding of listening will be clear
only after knowing the distinctions of listening: that there is a hearing, listening.
Hearing is intended simply to receive ear vibrations from a particular source without
being given deliberate attention. As a hearing to the birds’ chirp and sounds of noise in the
street or as the sound of air coming out of the air conditioner, without aiming at it. It is, a
process that relies on the physiology of the ear and its ability to pick up these sound
vibrations. This is something that man does not learn, because he does not need to learn.

Listening is a more complex skill. It's more than just hearing, it's a process in which the
listener pays special attention and intentional attention to the sounds his ear receives.
Listening is about voice recognition, understanding, analysis, interpretation, application,
criticism, and evaluation. It is about focusing attention on what a person hears for a specific
purpose. Finally, Hearing According to the previous explanation is not learned by man,
and the skill that should be learned is listening.

If this is a matter of listening in human life in general, listening is another matter in

thelife of the foreign student. This is intended as a listening skill in second language instruction.
It is a skill that is almost uninterrupted even after he left the country (where language learned) in
which he lived or the program he contacted. For this reason, listening, followed by reading, has a
special place in second language programs, of course without underestimating other skills. And
listening is one of the most important arts of the language, because it is a basic language skills. If
he acquires this skill, students will be able to advance their speaking, reading and writing skills.
 To be concluded that listening is a process of listening to interpreting spoken symbols.
The skill required to learn is to listen, because it is a process that allows attention to the speaker,
ask and discuss what he says, and judge, and make a decision on it. It is a
prerequisite for linguistic skill development in general.

Listening is an art that involves processes that are complex in nature, a process in which
the listener is given special attention. Attention is intentional because of the voices received by
his ear, and therefore includes: Awareness of spoken language symbols through auditory,
understanding the meaning of these symbols, recognizing the communicative function or
message contained in symbols or spoken speech.

Listening skills are the skills of reception, and reception requires additional activity in
order to grasp the facts and understand the meanings and ideas and respond to them and
interact with them on the background of prior knowledge and experience, with a view to
listening, understanding and interpretation.

It is also the skill required to learned, that pays attention to the speaker, and question and
discuss, judge, and decide on it. Thus, learners should be trained since the beginning of their
learning of the language learned, because of its importance in controlling the language and
functional control. Listening is one of the most frequently used communication skills in
everyday life and plays a big role before learning other skills.

Listening involves multiple skills that vary from one field to another. The most important
listening skills are: Attention for a long time, Understanding the basic and sub-ideas of the text,
understanding the meanings of the vocabulary in their sentences and understanding the message
interaction with the speaker or reader.

Teaching Listening Skill

Each language art has its own curriculum and time allocated to it in the study schedule.
This requires the development of the curriculum of teaching the listening and learning it, so that
it has its specific objectives and its own content and methods of teaching, teaching and
evaluation. This curriculum should include a set of programs that vary from one grade to another
depending on the types of learners, their levels of development and their needs. Also, the teacher
hoped to be understanding of the importance of the listening and it skills, also able to teach and
practice them, because the individual can not understand his language unless he has mastered all
of its skills, and since listening is a skill of the language so must be taught since very beginning.

In order to reach the students who want to be able to master the aspects of this skill we
suggest: to prepare students for a listening lesson and explain to them the nature and purpose of
what they will listen to. And the students have to discuss what they have heard by asking specific
questions, which are related to the object, and evaluating their performance to see how they
progress.
 To succeed in the formation of good listening habits, the learner must first to know their
level in this skill, by enable to answer the following questions: Can he recognize the words
heard? Does the student distinguish the difference of the words heard? Can he distinguish
similarities, differences, first, middle and last sounds of words? Does he listen attentively to
interesting conversations and short stories? Does he listen to a story or article for a special
purpose?

Characteristics of Listening Skill Material

The characteristics of the listening material or the content of the listening curriculum is: a
set of facts, standards and values, and the concepts, skills, experience and language activities
offered by the teacher to its students, which is expected to occur the required language changes
in the behavior of students, according to the goals already set.

The content of the listening program should be aware of its goals and a presentation of
some teaching and evaluation methods. It then includes a large variety of literary, artistic,
political, social, economic and educational topics that can train students on listening skills
through listening to topics by teacher or recording devices, and provided that the topics
chosen for the book appropriate to the level of students or the level they are going through.
To choose a topic that is appropriate for students' mental and linguistic maturity,
appropriate to their experiences and interests, and then reads them when they are listening.
After reading, ask them a series of questions to check how well they have mastered the skills
already presented and how well the goals have been met.

There are criteria for selecting the contents of the listening program: The subjects should
be accessible to the learner's abilities intellectually and expressively, attached to the student's life
and his interest. The subjects should help him to gain the satisfaction of others, such as knowing
how to deal with his colleagues successfully. The subjects should achieve the principle of
collective action. The subjects should relate to the student's faith and relate to family topics.

Each training program requires the preparation of special materials appropriate to the
goals of the program, and here the preparation that program needs: Training topics related to
students' competencies. Practical training related to program topics and vocabulary. And last
thing to be prepared is educational facilities (blackboards, cinema, loudspeaker, etc).

After presenting the theories about teaching materials and listening skill, it is concluded
that to prepare teaching or learning materials for listening skill, must take into
consideration four foundation aspects and should be integrated, namely the cultural,
psychological, educational and linguistic aspects. Learning materials consist of topics,
exercises and vocabulary.

The materials contain a range of literary, artistic, political, social, economic, educational,
natural, human and animal sciences that can train students in listening skills through listening to
it’s by the teacher or recording devices, and the subjects chosen are appropriate for the level of
students.

Developing Materials for Viewing

Viewing is the fifth macro-skill today. It refers to perceiving, examining, interpreting,

and construction meaning from visual images and is crucial to improving comprehension of print
and nonprint materials [3]. This is the skill to be taught as the learners are exposed on
multimedia. To make it possible, they should have strong media and visual literacies. inadequate
professional development for teachers impede them to use technology effectively resulting to
unutilized instructional materials. Furthermore, some teachers are defiant in incorporating
technology into their lessons as they confirm with “status quo” .

We all know about the

traditional four skills of reading,
writing, speaking and
listening. But what about the
fifth skill of ’viewing’? Kieran
Donaghy, expert in the use of
visual arts in language teaching,
explains what viewing is, why
it’s important and how
you can implement it in the
classroom
Viewing is one of the macro skills important in the learning of a second language in this
case , English. It is important in communication because it is a way of portraying information in
the record, therefore giving emphasis on the importance of the mental faculty that allows a
perceiver to give details about a target that is difficult to for normal senses to understand, for
such factors as time, distance and shielding. Viewing likewise involves interpreting images for
which a word stands and connecting visual images in videos, computer programs, websites with
accompanying printed or spoken words (E.P Ross 2010). It is a process that supports oracy, and
literacy, thereby broadening the ways in which students can understand and communicate their
ideas.

In this light the development of viewing material is important as it is a crucial aid in the
teaching of this fifth macro skill. In different studies, it was proven that students takin in
information 55% in visual and only 7% in text. From this information it can be concluded that
student’s viewing play a vital role in the retention of their knowledge, just as the other macro
skills.

Visual Literacy

This is the ability to construct meanings from visual images.( Giorgis, Johnson,
Bonomom Cobert et al, 1999). The reader uses the critical skills of exploration, critique and
reflect in order to make meaning from images.
Intermediality is a term used to describe the combined literacies needed to rea in a
multi-media world. It stresses the importance of active reading based on information
visualization and the importance of visual communication to capture attention, reinforce
knowledge, and increase audience responses. Visual literacy is about interpreting images of the
present and past and producing images that effectively communicate the meaning to the
audience.

Visual Language

This is an integral part of contemporary life. Viewing and representing allow students to
understand the ways in which images and language may be used to convey ideas, values and
beliefs. Representing enables students to communicate their ideas visually through a variety of
media, including charts, posters, diagrams, scribbles, photographs, video presentations, visual
art, drama, and mime. Viewing enables students to acquire information and to appreciate ideas
and experiences visually as expressed by others.

Ways of using viewing in teaching are:

1.animation
2. films
3. Internet sites
4.Online magazines
5. Puppet plays or television
6. Advertisements
7.Computer graphics
8. Photos
9. Gallery walks

How to teach students to interpret text like pictures:

a. Describe what you see, what’s going on, and who is doing what
b. Make connections with the visual
c. Describe how the picture attracts you

d. Ask how the picture or video makes them feel

 e. Allow the students to express an opinion .

This Photo by Unknown Author is licensed under CC BY

Activity
To be announced.
References:
https://www.studocu.com/ph/document/university-of-southern-mindanao/language-learning-
materials-development/materials-for-developing-viewing-skills/31759333

https://www.onestopenglish.com/professional-development/advancing-learning-the-fifth-skill-
viewing/557577.article

Online pictures