The document outlines the objectives and challenges of teaching listening skills to foreign language trainees. It emphasizes the active nature of listening, identifies various listening processes, and discusses specific challenges faced in the classroom, along with potential solutions. Key points include the need for contextualization, support for anxiety during fast speech, and strategies for effective listening comprehension.

1. Teaching Listening
Trainee: M. Bedraoui Trainer: A. Oulbouch
1 1/15/2016teaching listening

2. Objectives
2
1. To identify the features of the listening process.
2. To specify the challenges of listening in a foreign
language.
3. To discuss a framework for teaching listening
4. To present a listening lesson plan.
5. To discuss the components of the lesson plan.
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3. Is this statement true or False?
Listening is a highly active
process.
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4. Is this statement true or False?
Listening is not demanding on the part of
the listener.
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5. Is this statement true or False?
Listening in a foreign language is
different from listening in the first
language.
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6. Is this statement true or False?
Listening in a foreign language classroom
takes place in a natural environment.
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7. Is this statement true or False?
Learners feel at ease when
trying to do listening tasks.
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8. Is this statement true or False?
Listening texts can be exploited with one-
shot task
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9. Is this statement true or False?
Learners need support to
listen effectively in the
classroom.
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10. Is this statement true or False?
Second language learners
need training on strategic
listening.
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11. Is this statement true or False?
Listening for specific information
is a beginning note-taking
exercise.
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12. What is listening?
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13. What is listening?
13
It is a highly active process
whereby participants interpret
messages using a complex set
of abilities and skills.
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14. What are listening abilities and skills?
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Responding
Remembering
Evaluating
Interpreting
Attending
Hearing

15. What are the listening processes?
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Perceive
phonetic
units
Perceive
phonemic
units
Perceive
syllabic units
Perceive
lexical units
Perceive
syntactic
units
Perceive
semantic
meanings
Perceive
pragmatic
meanings
Use of the
world
knowledge
Use of the
contextua
l clues.
Knowledg
e of the
role
relations

16. What are the listening processes?
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Top-down
processes/
perceptual skills
Bottom- up
processes/parsing
skills

17. What are the challenges of listening in a
foreign language?
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Discriminate
between similar
sounds
Cope with and
process fast
speech and
different accents
Process stress
and intonation
differences
Process lexical
segmentation
Process
meaning of
discourse
markers
Understand the
communicative
functions of
expressions
Understand
cultural clues

18. What are the challenges of listening in a
foreign language classroom?
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Challenge 1
Listening in a foreign
language classroom is an
unnatural process that
takes place in a clueless
context.
Possible solutions
 Help students contextualise the
listening text and access their
existing knowledge.
 Choose short motivating texts
 encourage students to voice
out expectations to help them
get oriented and focused.
 Support them with needed
linguistic items and conceptual
aids.

19. What are the challenges of listening in a
foreign language classroom?
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Challenge 2
students feel anxious and
nervous when they listen to
fast speech without its
graphic representation.
Possible solutions
 Make students listen more than
once to the audio track.
 Make them listen for a purpose.
 Design graded questions and
tasks.
 Design simple tasks that do not
demand writing long answers.
 Keep the tasks actions to
ticking, ordering, providing one
word.

20. What are the challenges of listening in a
foreign language classroom?
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 Make them read the
questions first
 Make them analyse
questions.
 Set up cooperative learning
arrangements.
 Use graphic organisers and
charts.
 Allow them a sort of
“breathing” between
listenings.
Challenge 3
students are not sure
they can track the place
of the answers in the
audio track.

21. What are the challenges of listening in a
foreign language classroom?
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 Encourage personal reactions
to the content.
 Make them go back to the
notes to make their own
productions.
 Base grammar lessons or
vocabulary work on structures
and expressions that have
occurred in the listening
activity.
 Make them analyse some
linguistic features of the
linguistic forms in the audio
text.
Challenge 4
students are not sure
about the gain they made
out of the listening activity.