This document discusses the responsibilities of ESL/EFL teachers regarding listening skills development in students. It outlines 3 key responsibilities: 1) Understanding the important role of listening in language learning; 2) Understanding the complex, interactive nature of listening and providing a variety of listening experiences; 3) Understanding typical listening development in L2 learners and assessing students' listening levels. The document emphasizes the teacher's role in facilitating effective listening practice and progression.

3. Can't I come to say good-bye?
Am I beautiful?
Would you like another coffee?
What is wrong with me?

5. Smell Spell spill
Brick Blank flick
Smock Flock split
Broke Smoke snoop

7. walk walked
Bet dealt
Occur occured
Build built

9. sentence 2
syllables 3
onomatopoeia 6
discriminate 4

11. a filler is a sound or
word that is spoken in
conversation by one
participant to signal to
others that he/she has
paused to think but has
not yet finished
speaking
Like
Umm/ Ah
I mean
You
know?
Like I said
Ok, so…
Actually

12. I think the president made a stern speech about the war
in Iraq, but like I don’t think the troops are going to be
withdrawn as quickly as hoped.
I find myself leading towards the
writing of Robert Frost his um
cadence is umengaging.

13. If my house was on fire and my laptop was inside, I would run
andget it.
Imean,maybe not my laptop butmy external drive.

14. It’s not everyday thatIget coffee, youknow.
Ok,soyou’re saying thatI am pretty?
LikeIsaidbefore, beingtinkeris so hard.

17. Jaya : Argel we are going to attend my
friend Paul's marriage.
Argel : Of course… Jam is my school mate.
Jaya : Paul is an engineer in a private firm.
Argel : Does Jam work in any office?
Jaya : No. She is a housewife.

18. Jaya : What is the time of the marriage ceremony?
Jaya : It is between 5:30am to 7:30a.m.
Jaya : You can see the Video-grapher in the
entrance.
Argel : Have they arranged Tiffin and meals?
Jaya : No. They have arranged only meals.
Argel : Let us enter the marriage hall.
Jaya : That is Good.

22. She has decided to accept the job.
Formal
She’s decided to accept the job.
Informal
She’s = contraction

23. The girl whom I met in France was
interested in working in Canada.
Formal
The girl I met in France was
interested in working in Canada.
Informal
Relative clause without
the relative pronoun whom

24. Went to Nanaimo for the weekend.
Lots to tell you.
Informal ellipsis (more likely to be
written or texted the spoken
Went to Nanaimo for the weekend. We
have a lot of things to tell you.
Formal

25. Formal Language is more
common when we write.
Informal Language is more
common when we speak.

27. Continue to use listening as an important source
of language input to increase their vocabulary
and structural understanding
They may have a little understanding of the
complexities of phonological rules that govern
fast speech: reductions, elisions, assimilation
Intermediate level learners
They have moved beyond the
limits of words and phrases; their
memory can retain longer
phrases and sentences.

28. They can listen to short conversation or
narratives that are one or two paragraphs in
length.
They are ready to practice more discourse level
skills; predicting what will happen next and
explaining relations between events and ideas.
Intermediate level learners

30. It is no longer necessary to provide learners with
simplified codes and modified speech.
Learners need to hear authentic text with
reduce forms, fast speech features, false starts,
hesitations, errors, some non-standard dialects
and variety of different voices.
Intermediate level learners

31. False starts are found in spontaneous speech (not
planned basically). It occurs when the speaker says
something then rearranges what he/she says, a kind of
re-drafting.
A nonstandard dialect is a dialect that
does not have the institutional support or
sanction that a standardized dialect has.
• it has its own vocabulary and an
internally consistent grammar and syntax;
and it may be spoken using a variety
of accents

32. Porter and Roberts (1987) – state that authentic
texts are those “ instances of spoken language
which were not initiated for the purpose of
teaching…..not intended for non-native
learners”.
Intermediate level learners

33. Rogers and Medley (1988) use the term
authentic to refer to all the language samples
which “reflect a naturalness of form and an
appropriateness of cultural and situational
context that would be found in the language
used by native speakers”.
Intermediate level learners

35. Students need a well-organized program of
selective listening to focus their attention on
the systematic features of the language code.
Accuracy in discriminating grammatical
features is very important at this level.
Intermediate level learners

36. Gilbert (1995) suggests that some
pronunciation training has an important place
in the listening class – to draw student’s
conscious attention to the features of natural
speech.
Intermediate level learners

37. Intermediate level is an appropriate time to
teach explicitly some strategies of interactive
listening: how to use one’s knowledge of
formal grammar to check the general
meaning of speaker’s statement and how to
use one’s background knowledge to predict
and direct the process of comprehension.
Intermediate level learners

40. I am a proFESsional phoTOgrapher
whose MAIN INterest is to TAKE
SPEcial, BLACK and WHITE
PHOtographs that exHIBit ABstract
MEANings in their photoGRAPHic
STRUCture.

41. are usually
nouns, verbs, adjectives,
and sometimes adverbs.
Those are the words that
help us form a picture in our
head; they give us the
contents of our story and tell
our listener where to focus
his or her attention.

42. Function words are the words we
use to make our sentences
grammatically correct. Pronouns,
determiners, and prepositions,
and auxiliary verbs.
•function words don't give us the
main information
•almost the opposite of stressing.
This is called reducing.

45. It had been two years since I had
seen my brothers, and this was the
year I was going to see them, in
New York. So me and my dad
getting to New York started off
badly. First of all we missed our
flight, and we were on standby for
a day and a half.
For most of our flight, I was asleep.

46. Our flight landed in Philadelphia in
the midst of a rainstorm, so our
flight was not coming. After we
heard that news, me and my dad
went to go get something to eat.
After we ate, we walked around
the huge airport. After we looked
around a little more, we booked
this awful hotel called Ramada.
When we first walked in the room,
I knew we made a mistake.

47. First of all, the room smelled like mold and
second of all the shower was broken, but
we were just going to have to stick through
it for the night.

58. Cummins (1981) notes that truly proficient
bilinguals are able to use their second
language skills fully to acquire knowledge.
Advanced learners

59. They have cognitive and academic language
proficiency (CALP).
They are listening in the language to learn
about the content of other areas.
They are more skilled at reading than they are
listening.
Advanced learners

60. They can listen to longer texts such as radio and
television programs and academic lectures.
Their vocabulary includes topics in current
events, history and culture; they can deal with a
certain degree of abstraction.
ACFTL Proficiency Guidelines
(1988) list of competencies for
advanced listeners

61. •Their understanding of the language remains on
fairly literal plane, so that they may miss jokes,
slang and cultural references.
ACFTL Proficiency Guidelines
(1988) list of competencies for
advanced listeners

62. Rost (1994) suggests strategies for learning
from lectures, including formulating questions
to ask the lecturer, searching lecture notes for
logical relationships
Advanced learners

63. Students may learn to comprehend spoken
discourse more easily if they can activate
their knowledge by completing the assigned
reading before the lecture (Mason 1994).
Advanced learners

69. Instructions
1) Warm the pan and melt the butter:
2) Add the egg.
3) Let the egg cook for a few minutes
4) Cook the top of the egg
5) Remove from heat and eat

73. Receptionist : Good morning Sir. May I help you?
Guest : Good morning. I need a room.
Receptionist : Do you require a single or double room or a suite?
Guest : Well! A single room will do.
Receptionist : Please fill your name in this register.
Guest : May I know the tariff please?
Receptionist : It's nine hundred rupees a day.

74. Guest : Does it include breakfast?
Receptionist : No sir. It's just for the accommodation sir.
Guest : Is the room air conditioned?
Receptionist : All our rooms are centrally air-conditioned.
Guest : Do you have a restaurant?
Receptionist : Not one. We have three. We offer Indian,
Western and Chinese cuisine catered by the different
restaurants.
Guest : Well! That's good news.
I can choose different cuisine for different meals.

75. Receptionist : May I know the duration of your stay?
Guest : Oh! I haven't filled that column because I haven't decided on my
period of stay yet. It all depends on how early or how late I am going to finish
my work. But, tentatively, I shall write it as four days.
Receptionist : That'll do. Please inform us about your extension one day
earlier.
Guest : Sure. By the way, do you have laundry facility here?
Receptionist : Yes. Please call up the housekeeping
department and they will have the clothes picked up.

76. Guest : How do I get the extension phone numbers for all the departments?
Receptionist : All the in-house phone numbers are in a list kept near the
telephone.
Guest : Oh! That will do. Thank you. You have been very helpful.
Receptionist : My pleasure! I am here to help you.
Guest : Thanks. Well I am rather tired. Can you please ask the
bellboy to bring my luggage to the room?
Receptionist : Certainly. Here's your key.
Guest : Thank you very much.
Receptionist : You're welcome.

77. ESL / EFL Teachers Responsibilities w/
respect to the listening skills
1. They must understand the pivotal role that
listening plays in the language learning
process in order to utilize listening in ways that
facilitate learning.

78. ESL / EFL Teachers Responsibilities w/
respect to the listening skills
2. They must understand the complex interactive
nature of the listening process and the
different kinds of listening that learners must do
in order to provide their students with an
appropriate variety and range of listening
experiences.

79. ESL / EFL Teachers Responsibilities w/
respect to the listening skills
3. Teachers must understand how listening skills
typically develop in second language learners
and must be able to assess the stage of
listening at which their students are.