Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018

1. Teaching Language Skills:
Reading & Listening
Presented by:
Khoirunnisa Isnani 17716251043
Pradita Amelia N. N. 17716251046

2. Outline
Reading Skills
 Reasons for Reading
 Changes in The Concept of Reading
Skills
 Types of Reading Skills
 Schema Theory
 Implications
 Classroom Practice and Procedure
 Feedback to Learners
 Vocabulary and Vocabulary Teaching:
Recent Development
 Vocabulary: What to Teach?
 Vocabulary: Other Possibilities
Listening Skills
 Reasons for Listening
 The Relationship between Listening
and Reading
 The Nature of Listening
Comprehension
 Listening Comprehension: Teaching
and Learning
 Materials for Teaching Listening
Comprehension

3. Reading Skills

4. Reasons For Reading
Williams (1984) as cited by McDonough et al (2013, p. 111) classifies
reading into:
1. Getting general information from a text,
2. Getting specific information from a text,
3. For pleasure of interest.

5. Changes in The Concept of Reading Skills
•started with a piece of certain written materials which is then read by the
students. An arrangement focuses on grammar and vocabulary are
developed in the unit,
•the students are often not being taught reading and how to develop reading
abilities per se, but rather a written text is being used as a vehicle for the
introduction of new vocabulary and/or structures.
Text as object:
•encouraging close interaction between the reader and the text; readers’
background knowledge, previous knowledge, general intelligence to the text
(writer).
Text as process:

6. Types of Reading Skills
Ur (1996):
Efficient readers can be able to:
 access content more easily by changing reading speed according to
text,
 select significant features of a text and skim the rest,
 guess or infer meaning from context,
 think ahead by predicting outcomes,
 use background knowledge to help them understand the meaning,
 be motivated to see the text as a challenge and has a purpose,
 switch reading strategy according to text type they are reading.

7.  Eskey (2005: 571): “...readers differ in what they read, how much they read,
how well they read, and how much they depend on or care about reading.”
 “The efficient reader versed in ways of interacting with various types of text
is flexible, and chooses appropriate reading strategies depending on the
particular text in question.”
 Richards and schmidt (2010: 559-60) states that “strategies mean
“procedures used in learning. .. Which serve as a way of reaching a goal.””
 Mc Namara (2007) reports “how research confirms the importance of
strategy use in L1 reading and how successful readers know when and how
to use appropriate strategies.”
Types of Reading Skills

8. Schema Theory
 “Barlett (1932) first used the term ‘schema theory’ to explain how the
knowledge that we have about the world is organized into interrelated
patterns based on our previous knowledge and experience.”
 “Brown and Yule (1983b), McCarthy and Carter (1994), Cook (1997), and
Nunan (1999) all provide accounts of how this knowledge can influence the
comprehension process.”
 “Nunan (1999: 256) writes ‘we interpret what we read in terms of what we
already know, and we integrate what we already know with the content of
what we are reading.’”
 Grabe (2002: 282) ‘a useful simplifying metaphor for the more general
notion of prior knowledge.’

9. Implications
 “Teachers should provide students with a purpose for reading by
supplying materials that stimulate interest and do not have an
overfamiliar content.”
 “Teachers also have to be able to assess the difficulty of the materials for
their own learners and to grade them according to familiarity of topic,
length and complexity of structure and possible number of unfamiliar
words/expressions, as overloading learners with too much may involve
them in decoding vocabulary at the expense of reading for meaning.”

10. Classroom Practice and Procedure
•Stage 1: arouse the students’ interest and motivation by linking the
topic from the text to their own experience or existing knowledge.
•Stage 2: give the students some points to search for in the reading text.
•Stage 3: encourage a discussion about the answers from stage 2
•Stage 4: develop into writing by using the information gained for
another purpose.
R.V White (1981) suggests:

11. Classroom Practice and Procedure
• Stage 1: Readiness Activities - raising students’ curiosity and motivation
through activating their existing knowledge or experience,
• Stage 2: Experiential Activities - students’ way to process the text
through while-reading activities,
• Stage 3: Intake Response Activities - articulating and developing
students’ mental representation of the text through articulating which
facilitates the development and teaching of materials based on their
impressions or reactions to the text,
• Stage 4: Development Activities - helping the students to use their
representation of the text as a basis for creative language production
activities,
• Stage 5: Input Response Activities – helping the students to go back to
the text and to discover patterns and regularities of language use in the
text.
Tomlinson (2003b: 113-21):

12. Classroom Practice and Procedure
• Decide the overall purpose of the reading course within a wider
pedagogical framework.
•Identify the types of texts and tasks that the course requires.
•Identify the linguistic elements to be covered (consider what is going to
be important: grammatical items/lexis/discourse/specific purpose etc).
•Integrate texts and tasks into class-based work units.
•Link reading to other language skills where pertinent (reading as a
monoskill is only taught in some very narrow-angle library language
situations).
Nunan (1999) considers five essential steps
involved in designing reading courses:

13. McDonough et al (2013, p.124-125) propose some ways for developing reading
skills in the class and the principles behind each of them:
1. Practicing specific strategies such as skimming/scanning with a particular
text.
2. One effective way of developing reading skills, which gives the learner a
reason for reading, is to use information gap principle often associated with
communicative language teaching.
3. Several of the more recent materials for reading contain what are
sometimes referred to as ‘text scrambling’ activities.
4. Some reading materials are constructed along the lines that the learners
bring not only background knowledge to reading but emotional responses
as well.
5. Depending on the learners and their proficiency, it is feasible to ask
themselves to provide reading texts or to research their own material for
analysis and discussion in class.
6.It is a need for the teachers to choose reading passages that provide their
Classroom Practice and Procedure

14. Feedback to Learners
Some forms of reading comprehension questions: yes/no, true/false,
multiple choice, non-verbal matrix to be completed, open-ended question.
Five basic question types commonly used for reading according to Nuttall
(2005):
 literal comprehension,
 reorganizing or putting the information in the text into a different order,
 reading between the lines,
 question types that is to measure reader’s/learner’s personal response,
 questions of evaluation

15. Vocabulary and Vocabulary Teaching:
Recent Development
 “a knowledge and understanding of vocabulary is often considered to be
an integral part of a reader’s overall competence in a foreign or second
language, and the explicit teaching of vocabulary has enjoyed something
of a revival in recent years.”
 “research into vocabulary and vocabulary acquisition shows that we have
not explicitly been taught the majority of words that we know in a
language (Carter, 2001).”

16. Vocabulary: What to Teach?
 Lewis (1993) “prepositions, modal verbs and delexical verbs need to be
taught as part of vocabulary development.”
 Lewis (2000) “chapters which suggest some classroom activities that
will help learners to become aware of collocation, to learn general
strategies and to use collocation dictionaries.”
 Ur (1996: 60-3) “a type of mini-syllabus of vocabulary items that ideally
need to be taught to the majority of foreign language learners.”
 O’Keefee et al (2007) provide a comprehensive account of how corpus
data can inform the teaching of vocabulary.

17. Vocabulary: Other Possibilities
 “The corpus-based dictionaries allow further permutations for teachers
organizing classroom work, as learners can work individually or in pairs
with online versions of these dictionaries.”
 “These online versions often have task sheets or worksheets
incorporated so that learners can approach vocabulary from a wide
variety of perspectives.”
 “Learners may also wish to keep a learning diary of their progress and
feelings about their vocabulary development.”

18. Listening Skills

19. Reasons For Listening
1. There is great range and variety in the type of ‘input’
2. The listeners might to be a listener only and/or a participant in
some situation
3. There are different purposes involved
4. There are different medium that used (face-to-face or station
intercom system)
5. The people involved in the listening context

20. The Relationship between Listening
and Reading
Similarities
 Understanding the meaning of
words
Differences
 The medium is sound, and not
print
 A listening context often contains
visual clues
 Information presented in speech
is less densely packed
 Spoken language is less complex
in its grammatical and discourse
structure

21. The Nature of Listening
Comprehension
• In the 1990s onwards, that much more attention was paid to human
beings as language processors than the case in the previously when
“texts” (whether written or spoken) were presented as objects to be
understood.
•The process of listening might come together in different ways for
different kinds of learners.
Product and process

22. Listening Skills
•Segment the stream of sound and recognize word boundaries.
•Recognize contracted forms.
•Recognize the vocabulary being used.
•Recognize sentence and clause boundaries in speech.
•Recognize stress patterns and speech rhythm.
•Recognize stress on longer words, and the effect on the rest of the
word.
•Recognize the significance of language-related (paralinguistic) features,
most obviously intonation.
•Recognize changes in pitch, tone and speed of delivery.
Processing sound
The capacity to do by the listeners in identifying language that being
spoken:

23. Listening Skills
• Research on listening has shown that syntax is lost to memory within a
very short time, even a few seconds, whereas meaning is retained for
much longer.
•The processing meaning is not only depend on an ability to recognize
but also to combine, interpret and make sense of the incoming sound
data.
Processing meaning

24. Processing sound
 Phonological
 Lower-order/automatic skills
 Recognition of sounds and words
 Localized: the immediate text
 Decoding what was said
 Perception
Processing meaning
 Semantic
 Higher-order skills of organizing
and interpreting
 Comprehension
 Global: the meaning of the whole
 Reconstruction after processing
meaning
 Cognition
Listening Skills

25. Listening Skills
• Listening comprehension is not only a function of the interplay
between language on the hand and what the brain does with it on the
other. It also requires the activation of contextual information and
previous knowledge.
Context and knowledge

26. Listening Comprehension:
Teaching and Learning
Several general observation on the issues faced by learners as listeners:
 There is a tendency to focus on feature of sound at the expense of
surrounding linguistic environment.
 The previous knowledge and/or context may be largely ignored in the
interests of a mishearing.
 The mishearing caused by using an inappropriate frame of reference.
 Unwillingness to engage other levels of the listening skill to
compensate for not understanding a particular stretch of language.

27. Listening Comprehension:
Teaching and Learning
The potential problems arise for seven main reasons (Underwood, 1989):
The learner-listener:
 cannot control speed of delivery
 cannot always get things repeated
 has a limited vocabulary
 may fail to recognize ‘signal’
 may lack contextual knowledge
 it can be difficult to concentrate in a foreign language
 may have established certain learning habits, such as a wish to
understand every word

28. Materials for Teaching Listening
Comprehension
• A short reading passage on a similar topic
•Predicting content from the title
•Commenting on a picture
•Reading through comprehension question in advance
•Working out your own opinion on a topic
Pre-listening activities

29. Materials for Teaching Listening
Comprehension
• Putting picture in a correct sequence
•Following directions on a map
•Checking off items in a photograph
•Completing a grid, timetable or chart of information
•Filling gaps with missing words
•Identifying numbers and letters
•Picking out particular facts
•Recognizing exactly what someone said
Listening activities
 Extensive listening (concerned to promote overall global
comprehension)
 Intensive listening (specific items of language)

30. Materials for Teaching Listening
Comprehension
• Attending a lecture
•Following instructions or directions
•Listening to an interview or a story or to people
Language material
- interactional and transactional context
- listeners’ participation

31. Materials for Teaching Listening
Comprehension
• Using notes made while listening to write a summary
•Reading a related text
•Doing a role play
•Writing on the same theme
•Studying new grammatical structures
•Practicing pronunciation
Post-listening activities

32. Conclusion
This chapter as referred to the concern about teaching
reading and listening skills emphasizes on some points by which it is
mainly about the need for the teachers to understand learners’
purposes on reading and listening before designing the materials.
Thus, it is a suggestion for the teachers to pay their attention on the
changing concept about text before designing reading materials.
Other is that the teachers should pay attention and understand
their students’ ability in reading.

33. Reference
McDonough, J., Shaw, C., & Masuhara, H., (2013). Materials and
Methods in ELT. John Wiley & Sons.

34. Questions:
If you are positioned yourself as a teacher, or maybe as a teacher:
1. in what ways might your approaches to the teaching of reading
be modified as a result of the chapter presented before?
2. how could you convert a reading text into a listening exercise
when you had no recorded material available?

35. Thank you..
