Chapter 2 listening text and listening strategies

summarized and complied by group 1
LISTENING TEXTLISTENING TEXT
LISTENING STRATEGYLISTENING STRATEGY

6 References
5
Different types of listening text &
different processes required
4 Strategies good listeners use
3 What makes a good listening text?
2 Authentic Versus Pedagogic listening
1 Introduction to listening skill

Most people think that being able to write and speak
in a second language means that they know the
language; however, if they do
not have the efficient listening skills,
it is not possible to communicate
effectively.
(Nunan, 1998)

…..(Adler, Rosenfeld and Proctor, 2001)

The situation with the listening skillThe situation with the listening skill
(Buck, 2001)
listening
speaking
reading
writing
1
2
3
4
1
2
3
4
Natural order of
language learning
Language Teaching
Process

What is listening?What is listening?
📌 Listening is a form of communication and is an active process.When you listen you must get
meaning from what’s being said before you can respond (BBC, 2011).
📌 Listening is the receptive use of language, and since the goal is to make sense of the speech, the
focus is on meaning rather than language (Cameron, 2001).
📌 Listening is considered to involve the active selecting and interpreting of information coming
from auditory clues so that a listener can identify what is happening and what is being expressed
(Richards, 1983).

Component of listeningComponent of listening
1. Hearing: The physiological process of receiving sound and/or other stimuli.
2. Attending: The conscious and unconscious process of focusing attention on external stimuli.
3. Interpreting: The process of decoding the symbols or behavior attended to.
4. Evaluating: The process of deciding the value of the information to the receiver.
5. Remembering: The process of placing the appropriate information into short-term or long-term storage.
6. Responding: The process of giving feedback to the source and/or other receivers.
Listening is composed of six distinct components
(ETS -Success Studios, 2016)

The importance of listeningThe importance of listening
(Rost, 1994)
Rost (1994) explains the importance of listening in language classroom as follows:
1. Listening is vital in the language classroom because it provides input for the learner. Without understanding input
at the right level, any learning simply cannot begin.
2. Spoken language provides a means of interaction for the learner. Because learners must interact to achieve
understanding. Access to speakers of the language is essential. Moreover, learners’ failure to understand the
language they hear is an impetus, not an obstacle, to interaction and learning.
3. Authentic spoken language presents a challenge for the learner to understand language as native speakers
actually use it.
4. Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary,
grammar, new interaction patterns) in the language.

(Evdokia, 2016)
How can we enhance our students’ listening abilities in
the classroom and at the same time prepare them for real-life
listening experiences?
-- By incorporating authentic oral texts.

refers to the use in teaching of texts,
photographs, video selections, realia, and
other teaching resources that were not
specially prepared for pedagogical
purposes.
DefinitionDefinition
(Richards, 2012)
📖🌏 Authentic materials Pedagogic materials
refers to textbooks and other
specially developed instructional
resources that have been prepared to
include examples of specific
grammatical items discourse features.

The History Of Authenticity
1980
CLT
which provide students the chance to be
exposed to the language in genuine
interaction
20s
Present
If learner is inspired to read them in real
life context, then the material will be called
authentic.
1899
Henry sweet
was regarded the first linguistics
made use of authentic text .
1910
Direct method
Students communicate in a way as
they are in a real situation.
(Al-Midani, Abd Al-Rahman, 2012)
The History Of Authenticity

Advantage and disadvantageAdvantage and disadvantage
- Exposed to real language
- There is factual acquisition
- Textbooks do not include
inaccurate language
- May be inspirational some students
- Used for various activities and tasks
- There is a wide choice of styles,
genres and formality
- Read for pleasure
- Difficult to understand
- The vocabulary may be not exactly
what the students need
- They are rather difficult for beginners
- Preparation of the texts and activities
are often demanding & time consuming
- There are many various accents and
dialects in listening.
- Become outdated quickly
(Martinez, 2002)

Authentic Input Scripted Input
Overlap and interruptions between speakers Little overlap between speakers
Normal rate of speech delivery Slower delivery
Relatively unstructured language Structured language, more like written English
Incomplete sentences, with false starts, hesitation, etc. Complete sentences
Background noise and voices No background noise
Natural stops and starts Artificial stops and starts
Loosely packed information, padded out with fillers Densely packed information
(Underwood, 1989)

A study of Thai EFL learners’ and teachers’ use of authentic
materials
HOW TO USE AUTHENTIC LISTENING TEXT IN
CLASSROOM
EFL learners and teachers tended to use multimedia and printed texts in a classroom, both
learners and teachers similarly addressed the lowest item of perceptions towards the use of
authentic materials that authentic materials were difficult to understand.
A study of Thai EFL learners’ and teachers’ use of authentic
materials
📖
(Kuliga, 2013)
HOW TO USE AUTHENTIC LISTENING TEXT IN
CLASSROOM
Researcher: Kuliga TanasavateResearcher: Kuliga Tanasavate

EFFECTIVE APPLICATION OF AUTHENTIC MATERIALS
▰ Choosing the “Right” Authentic Materials for Teaching English
▰ Apply authentic materials in EFL Classroom to help students not panic when faced with language that is
largely unfamiliar.
▰ Apply authentic materials that is interesting moreover than newspaper and magazine articles. For example,
songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target
language and used unedited in the classroom.
▰ If the authentic materials are too difficult, do not edit and grade the text, but to grade the task according to
your students' abilities. This is for three reasons: most importantly, it reflects the kind of situation your
students may face in an English-speaking environment, it saves you time and energy, lastly it encourages and
motivates your students when they can 'conquer' a real text.
(Kuliga, 2013)
EFFECTIVE APPLICATION OF AUTHENTIC MATERIALS

authentic- based language semi-scripted recording
A solution favored by many materials writers are:
EFFECTIVE APPLICATION OF AUTHENTIC MATERIALSEFFECTIVE APPLICATION OF AUTHENTIC MATERIALS
(Wilson, 2008)
In other words, it is scripted, but
more realistically than in the past.
semi-scripted recording, in which actors
are given a task to accomplish and may
be asked to include various language
points. They then improvise the dialogue.

EXAMPLE OF AUTHENTIC-BASED ACTIVITY
developed by
PorterandRoberts
(1987)
EXAMPLE OF AUTHENTIC-BASED ACTIVITY
Eavesdropping
activity
Students are told that they are guests at a party and that they can eavesdrop
on conversations.
They listen to short segments of real-world party conversations and
complete a worksheet in which they note down what topic the people are
talking about.
They also indicate on the worksheet whether they are interested in the topic
or not.
Follow-up activities could include other eavesdropping in real-world settings
where English is spoken taking notes on what is heard and reporting back to
the class.

(Bell & Gower, 1989)
We ... wanted our listening to be
natural and as authentic as possible …

Teachers should balance of
using scripted, semi-scripted and
authentic speech for their classes.
This is certainly what course book
writers have been attempting to
include in listening syllabuses in
recent years.
(Wilson, 2008)

Which one do you prefer to
listen?

(Wilson, 2008)
What makes a good recorded text, whether authentic,
scripted or semi-scripted?
What makes a good recorded text, whether authentic,
scripted or semi-scripted?
divide factors into 2 groups
content delivery
1.interest factor
2.Entertainment factor
3.Cultural accessibility
4.Speech acts
5.Discourse structures
6.Density
7.Language level
1.Length
2.Quality of recordings
3.Speed and number of speakers
4.Accent

CONTENT
1. Interest factor
 The most important factor
 Teacher gives lists of topic to students to
choose and take it into T’s consideration
 Pre-listening task will raise interest in the
topic to every students
2. Entertainment factor
 notion of interest factor
 help build up interest factor
Will this be interesting for my students?
CONTENT
(Wilson, 2008)

CONTENT
3. Cultural accessibility
 Teacher needs to make sure that content
make text accessible and extend to
students’ cultural background issue
Will my students understand the context and ideas?
CONTENT
Autumn
Summer
(Wilson, 2008)

CONTENT
4. Speech acts
 type of speech act makes good listening text
 speech has different functions
 rule for teaching listening lower level students
1.use more predictable and familiar speech act
2.use transactional dialogue
Does it discuss abstract concepts or is it based on everyday transactions?
CONTENT
(Wilson, 2008)
type of speech act
fixed speech
narrative/discussion
abstract text
Self-introduction, airport announcement
dynamic text

CONTENT
5. Discourse structures
 definition: refer to the organization of a
piece of text
 common pattern
1.Phenomenon
2.cause-effect
3.situation-problem-response-evaluation
4.problem-solution
Does it discuss abstract concepts or is it based
on everyday transactions?
CONTENT
(Wilson, 2008)
6. Density
 amount of information in the text
 The less redundancy present, the more
demanding listening is.
 Ex. News headlines
Does the information come thick and fast or
are there moments in which the listener
can relax?

Place your screenshot here
Example

CONTENTCONTENT
(Wilson, 2008)
7. Language level
 many new lexical items and high-level grammatical structures will be
difficult
 aspect of level is complexity: long sentences full of noun phrases, packed
with meaning, hard for students to process
 Degree of formality
Is the majority of the vocabulary and grammar appropriate for my
students?

Anna: Tom, what's up?
Tom: Hi Anna. Nothing much. I'm just hanging
out. What's up with you?
Anna: It's a good day. I'm feeling fine.
Tom: How is your sister?
Anna: Oh, fine. Not much has changed.
Tom: Well, I have to go.
Nice seeing you!
Anna: Later!
…….
John: Good morning.
Alan: Good morning. How are you?
John: I'm very well thank you.
And you?
Alan: I'm fine. Thank you for asking.
John: Do you have a meeting this morning?
Alan: Yes, I do.
Do you have a meeting as well?
John: Yes. Well, it was a pleasure seeing
you.
Alan: Goodbye.
Greetings in Informal Conversations: Greetings in Formal Conversations:

…….
2. Recording
▰ CD, DVD, cassette etc.
▰ Generally speaking
▰ Non of these allows the listener to
influence the delivery.
DELIVERY
1. Live talk
▰ S-S, T-S, guest speaker-S
▰ Listener may have the opportunity to
influence the delivery.
Listening input in the classroom comes primarily in two modes.
DELIVERY (Wilson, 2008)

(Willson, 2008)
1. Length
 A key factor is the length of recording.
 Most students can only cope with a limited
amount of input.
 Every time they listen, they need to process
language at the same time as receiving more
language.
 Need balance of intensive and extensive listening
Will I need to cut part of the recording because it is too
long? Is it long enough?
2. Quality of recordings
 the quality of the recording is an important
aspect of delivery.
 old machines, contain distortion and lack
clarity
Is the recording clear?
Will background noise affect
comprehension?
DELIVERYDELIVERY
(Wilson, 2008)

DELIVERYDELIVERY (Wilson, 2008)
3. Speed and number of speakers
 rapid speech (ex. BBC news headlines) is
more difficult for students than the speed rates
of says.
 The more speakers there are, the more
potential there is for confusion
Are there many voices, potentially causing
confusion? Do the speakers talk too fast for my
students?
4. Accent
 some European commentators believe that
‘standard British’ is the best model. Ex. BBC
news
 Countries with more contact with the US (Brazil
and Japan) tend to learn a variety of American
English.
 Most English in the world is spoken between non-
native speakers, and teacher generally don’t need
to sound like native speakers in order to provide
good models for students to listen to.
Is the accent familiar?
Is it comprehensible?

Strategies good
listeners use
4
Strategies good
listeners use
4

Strategy
WHAT
IS
?
The conscious activities that learners take to
comprehend, recall and memorize information (Goh, 2005).
They are techniques or activities that contribute
directly to the comprehension and recall of listening input.
(Al-Midani, 2012)
There is no general consensus on this, although a number
of writers, such as Oxford, Chamot and O'Malley, agree that
strategies consist of conscious, deliberate behavior which
enhances learning and allows the learner to use information more
effectively.

A kind of self-
regulated learning. It
included the attempt
to plan, check,
monitor, select,
revise, and evaluate,
etc.
MetacognitiveCognitive Socio-affective
Enable students to
regulate their thinking and
to become independent
learners who can enhance
their school and life
experiences.
(Goh, 2005)
(Vandergrift, 1997) (Vandergrift, 1997)
TYPES OF A STRATEGY
Strategies were those
which were non academic in
nature and involve
stimulating learning through
establishing a level of
empathy between the
instructor and student.
(Habte-Gabr, 2006)
Cognitive Metacognitive Socio-affective
TYPES OF A STRATEGY

Some ideas for teaching listening strategies
Strategy How to teach it When to teach it Type of text
Be ready and have a
plan to achieve a
given task.
Asking concept question
(questions that ask students to
show they understand ideas
rather than recall facts).
Teach it before the students
listen.
any listening text
Use world knowledge
to predict what will
be said.
Use KWL charts to pool
knowledge of the topic. Give
students headlines /titles. They
predict additional content before
listening.
Teach it before listening,
discuss
factual text e.g. news,
discussion of a topic,
lectures.
Some ideas for teaching listening strategies
(Wilson, 2008)

Use linguistic
knowledge to
predict what will be
said.
Use gap-fill exercise It can be done either before
listening or after a first
listening
any listening text
Monitor
performance while
listening.
Pause at regular intervals
during the listening to check
comprehension then ask
questions such as Who said X?
Why? What is the topic?
During listening and taught
occasionally as it interrupts
the listening experience and
can frustrate students.
It can be done with any
listening text,
especially listening for
gist.
(Wilson, 2008)
Some ideas for teaching listening strategiesSome ideas for teaching listening strategies

(Wilson, 2008)
Pick out only salient
point, ignoring
irrelevant details.
Give task that require
listening for detail. Use gap-
fill exercises.
During while-listening task, as
the teacher explains what the
students must listen for.
Use announcements
and other lists of
information.
Take notes, write
down relevant
information.
- Practice writing
information quickly
- Ask students to identify key
words in full sentences.
- Give students
Who/Where/What/ Why
charts.
- Explain note-taking
system.
- Pre-listening advice on what
to note down and how to write it
- Requires extended feedback
after listening
Use factual texts, e.g.
news, discussion of a
topic, and lectures.

Note a difficult
word/name. Check later.
Help students to make a
guess based on a
phonetic.
- Requires a hint before
listening and then post-
listening feedback.
- Useful as practice for
exam situation.
Use factual texts, e.g.
news, news broadcasts,
discussion of a topic, and
lectures.
Listen for key words for
topic identification.
Ask students to pick out
words belonging to a
lexical set.
After the first listening Use factual texts and
songs.
Check with other
listeners.
Students compare their
answers.
After listening Any listening text
(Wilson, 2008)

Ask for
clarification.
Teach phrases: Could you repeat
what you said about …? What did
you mean by ...? Give students
opportunities to ask.
- Before listening
- Require face-to-face
communication
Use stories (fact or
fiction) and anecdotes.
Reconstruct
orally or in
writing.
Do dictogloss activities: tell a story
or anecdote at full speed several
time. Students work together to
reconstruct the story.
While-listening task Use stories (fact or
(Wilson, 2008)

Listen for transition
points.
Teach linking
expressions/devices: so, on
the other hand, furthermore,
etc. Pause after the
expression and ask students
what comes next.
- Before listening
- The text can be paused
during a second
listening.
- Use factual texts, e.g.
news, discussion of a
topic, and lectures.
- Use stories (fact or
(Wilson, 2008)

▰ Teachers can be fairly subtle about strategies.
▰ Strategy training works best as a drip-feed process (little and
often) rather than a flood, and if you repeat the process often
enough, students will probably begin to use the correct strategies
automatically, which is the goal of all learner training.
(Wilson, 2008)
GENERAL IDEASGENERAL IDEAS

DIFFERENT TYPES OF
LISTENING TEXT AND
DIFFERENT PROCESSES
REQUIRED
DIFFERENT TYPES OF
LISTENING TEXT AND
DIFFERENT PROCESSES
REQUIRED55

GENERAL IDEAS
▰ The strategies and processes required depend on the situation,
type of input, and reasons for listening.
▰ Listener cope with different types of listening by preparing
themselves according to the conventions and expectations of the
genre. They then match their behavior to the task.
(Wilson, 2008)
GENERAL IDEAS

Listener Functions Listener responses
Identification (recognition & discrimination)
e.g. recognizing familiar words looking for categories of
words, discriminating between phonemic pairs.
Doing (the listener responds physically rather than
linguistically) e.g. movement directions,
build something, pantomime a product.
Orientation (tuning in; getting ready to process the
message) e.g. determining facts about the text, i.e.,
participants, their role, attitude, the genre, the context.
Choosing (activities that involve selection),
e.g. matching with pictures, placing pictures in order,
selecting titles for a story.
(Lund, 1990)
LUND’S TAXONOMY OF LISTENING
SKILLS & TASKS
SKILLS & TASKS

(Lund, 1990)
Main idea comprehension (understanding main ideas
in the message).
Transferring (receiving information in one form and
transferring it into another) e.g. drawing a sketch, trace a
route on a map, fill in a table or chart.
Detail comprehension (getting specific information
from the text).
Answering (answering questions about the text).
Full comprehension (understanding main ideas plus
details in a text) e.g. understand a story to select an
ending, understand a lecture and take notes.
Condensing (reducing the message) e.g. note taking,
outlines, summarizing.
SKILLS & TASKS
SKILLS & TASKS

SKILLS & TASKS
Replication (reproduce the
message either in the same or
a different modality)
e.g. dictation,
transcription,
oral repetition.
Extending (the listener goes beyond what is provided)
e.g. suggesting an ending to a story,predicting.
Duplicating (the message is reproduced).
Modelling (text used as a model), e.g. role playing after listening to a model.
Conversing (text used as a stimulus for conversation in the classroom).
(Lund, 1990)
SKILLS & TASKS

CONVERSATIONS TYPES
Conversations
Types
Interactional Conversations
Transactional Conversations
(Wilson, 2008)
CONVERSATIONS TYPES

CONVERSATIONS TYPES
Transactional
Conversations
1. Occur when one person needs something
2. Be conducted for the purpose of information exchange
3. Tend to be more formulaic, factual, and objective
4. Have an outcome, for example, buying something in a shop, enrolling
in a school
5. The range of language used is relatively limited and reasonably
predictable.
Examples:
• talking to the cashier when buying food
• discussing with the teacher your progress in the course
• making an appointment for a possible job interview
• consultation with a boss regarding a possible office or research project
(Wilson, 2008) (Nuha, 2014)

CONVERSATIONS TYPES
1. Usually less predictable and more wide-ranging
2. To establish or maintain social relationships, such as personal
interviews or casual conversation role plays
3. Can be done to fulfill the social interaction to the society
4. The topic is free and people just produce the talk to involve in the
community.
Examples:
• calling your mom to ask about the menu for dinner,
• chatting with your schoolmate about her birthday celebration,
• relating your first office interview to your dad
(Wilson, 2008) (Nuha, 2014)
Interactional
Conversations

Adler, R., Rosenfeld, L. and Proctor, R. (2001). Interplay: the process of
interpersonal communicating (8th ed.). Fort Worth. TX: Harcourt.
Alejandro Martinez. (2002). Authentic Materials: An Overview [online]. Available
from: www3.telus.net/linguisticsissues/authenticmaterials.html. [Accessed:
12 January 2019]
Al-Midani, Abd Al-Rahman. (2012). Listening strategies [online]. Available from:
https://www.slideshare.net/tmaricruzgomez/listening-strategies-11965992.
[Accessed: 12 January 2019]
BBC Skillwise. (2011). What is listening? [online]. Available from:
http://www.bbc.co.uk/skillswise/factsheet/en34type-l1-f-what-is-listening.
[Accessed: 12 January 2019]
REFERENCESREFERENCES

57
Bell, J. and Gower, R. quoted in Tomlinson, B. (1989). Materials development in
language teaching. UK: Cambridge University Press.
Buck, G. (2001). Assessing listening. UK: Cambridge University Press.
Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge
University Press.
ETS -Success Studios. (2016). Success listening2life [online]. Available from:
https://www.slideshare.net/somsonali/success-listening2life. [Accessed: 12
January 2019]
Habte-Gabr, E. (2006). The Importance of Socio-affective Strategies in Using EFL
for Teaching Mainstream Subjects [online]. The Journal of Humanizing
Language Teaching. Available from:, http://www.hltmag.co.uk/sep06/
sart02.htm#C1. [Accessed: 12 January 2019]

58
Goh, C. (2005). Second language listening expertise (K. Jonathan Ed.). NY: Palgrave
Macmillan.
Kuliga Tanasavate. (2013). A Study of THAI EFL Learners’ and Teachers’ Use of
Authentic Materials. An Online Journal of Education. 8(2), 178-190.
Larsen-Freeman, D. (2004). CA for SLA? It all depends. Modern Language Journal.
88 : 603–607.
Lund, R. J. (1990). A taxonomy for teaching second language listening. Foreign
Language Annals. 23(2) : 105-115.
Mintzberg, H. (1994). The Rise and Fall of Strategic Planning. NY: Basic Books.
Nattinger, J. R. & DeCarrico, J. S. (1992). Lexical Phrases and Language Teaching.
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Nuha, U. (2014). Transactional and Interpersonal Conversation Texts in English
Textbook. Register. 7(2) : 211-212.
Nunan, D. (1998). Approaches to teaching listening in language classroom. In
proceedings of the 1997 Korean TESOL Conference. Taejon, Korea:
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REFERENCES
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Richards, JC. (1983). Listening Comprehension: Approach, design, procedure. TESOL
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________. (2012). Using Authentic Materials [online]. Available from:
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REFERENCES

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