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Developing Listening Skills

This document discusses teaching listening comprehension. It recommends teaching listening frequently as people listen more than they speak, read, or write. Teachers should teach listening for real-life purposes and help students develop skills through strategies. The document outlines bottom-up strategies like recognizing sounds, words, and stress patterns. It also describes top-down strategies like understanding context and predicting meaning. Stages of listening - pre, while, and post - are presented along with example activities. Principles of selecting motivating topics and teaching strategies to develop skills are also highlighted.

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Stanislas FAYE
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121 views

Developing Listening Skills

This document discusses teaching listening comprehension. It recommends teaching listening frequently as people listen more than they speak, read, or write. Teachers should teach listening for real-life purposes and help students develop skills through strategies. The document outlines bottom-up strategies like recognizing sounds, words, and stress patterns. It also describes top-down strategies like understanding context and predicting meaning. Stages of listening - pre, while, and post - are presented along with example activities. Principles of selecting motivating topics and teaching strategies to develop skills are also highlighted.

Uploaded by

Stanislas FAYE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING LISTENING COMPREHENSION

Presented by Mr. Stanislas B. Faye


OUR CLASSROOM PRACTICES
 How often do you teach listening?
 “We […] listen twice as much as we speak, four times more than we read,
and five times more than we write.” (Morley, 1991)

 What do you teach listening for?


“teaching listening to help learners meet the challenge of real-life listening”
(Tesol)

 How do you help students to develop their


listening skills?
“Some strategies should be taught to students” (Nihei, 2002)
because
“If students are not taught how to listen, listening activities become
nothing more than disguised forms of testing learners” (Vandergrift & Goh, 2009)
LISTENING SKILLS
 An effective listener should be able to:
 To process sounds: recognizing, identifying and
distinguishing through sounds (words
pronunciation/stress/order/boundaries/grammatic
al classes, contracted form/liaison, accent)

 To process meanings: analysing, understanding and


selecting meanings (words/sentences meanings,
relevant/essential points, specific
information/details, words/expressions functions)
STRATEGIES FOR DEVELOPING LISTENING SKILLS

 Bottom-up listening strategies


STRATEGIES PHONLOGICAL FEATURES GRAMMATICAL FEATURES
- Sound discrimination: - Word classes
+ Long/Short vowels - Word order
WORD + Consonants sounds - Thought groups
SEGMENTATION - Identification syllables
AND + Stressed syllables
RECOGNITION + Syllable features
- Liaison

STRATEGY DISCOURSE MARKERS PROSODIC FEATURES


- Linkwords - Intonation
SENTENCE - Conjunctions - Pause
SEGMENTATION
STRATEGIES FOR DEVELOPING LISTENING SKILLS

 Top-down listening strategies


STRATEGIES
restatements, redundancies, context/sentence meaning,
Words meanings etc.
sentence functions (comparison, cause and effect, contrast,
Sentence meanings etc), sentences forms, paragraph main idea, etc.
Main points main addressed themes, types of speech (narration,
description, instruction or argumentation), anticipating, non-
verbal cues (gestures, atmosphere), context, etc.
Specific information speech structure
LISTENING STAGES
 Pre-listening stage:

 Objectives:
 To activate the students’ background knowledge
 To introduce the purpose of the listening class
 To set the context

 Activities:
 Predicting the topic from a picture, title or a song
 Sharing opinion/life experience on the topic in question
 Brainstorming
 Introducing vocabulary
LISTENING STAGES
 While-listening stage:
 Objectives:
 To help students focus on the material content by means of
strategies so as to understand the gist, details or a specific
piece of information
 Activities:
 Taking note/message
 Following instructions
 Identifying someone or something
 Solving problems
 Answering questions
 Giving opinion
LISTENING STAGES

 Post-listening stage:
 Objective:
 To help students use the knowledge gained from the
listening activity to improve their existing skills
 Activities:
 Writing:
summarizing, organizing information, reporting
 Reading: studying grammar, text or word structures

 Speaking: role play, reacting


PRACTICE
LISTENING WITH BOTTOM-UP STRATEGIES

1) Listening to sounds to recognize words

Example: sit /sɪt/ seat /siːt/ I .......................... on your .......................... .

2) Listening to sound to distinguish the grammatical classes

Example: Advise: /ədˈvaɪz/ Advice: /ədˈvaɪs/ Listen to ........................ Let’s ..................... them.

3) Listening to stress to distinguish the grammatical classes

Example: Increase = (verb) /ɪŋ'kri:s/ (noun) /'ɪŋkri:s/ .......................... prices! Price ..........................
noun / verb noun / verb
4) listening to sound to identify word boundaries

•Thought groups:

Example: Developments / in mobile technology / have been rapid / in recent years.

How many thought groups are there? three four five

•Liaisons: between consonants and vowels and between vowels

Example: There ͜ is ͜ an ͜ apprentice ͜ in this workshop


PRACTICE
LISTENING WITH TOP-DOWN STRATEGIES
1. Listening for the gist
QUESTIONS WHO WHAT WHERE WHEN WHY
ANSWERS
2. Listening for details
PHENOMENON CAUSES CONSEQUENCES SOLUTIONS

3. Listening for a specific piece of information


What do I know? What do I want to know? What do I learn?

4. Listening to understand words meanings


Examples: The ................... is curling around the branch. (snack/snake)
You’re wearing a very nice ...................... (rob/robe)
PRINCIPLES

 Select topics which motivate students


 Use materials which expose students to authentic
language
 Students should listen for a purpose

 Involve students in tasks they usually do when


they listen in real life
 Vary types of listening and tasks

 Teach listening strategies to develop listening skills

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