This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.

1. Topic All About
The Concept
And
Importance Of
Listening

2. As you apply these key active listening skills,
you we also promoting ethical listening. Ethical
listening highlights the importance of listening
with honored intentions.Respect is the key to
active listening. If you want to be heard and
respected when it is your turn to speak, you
should also extend the same degree with
respect to others whether you agree with them
or not.
Ethical
Listening

3. There are Indeed several factors that
can interfere with listening has divided
the listening process to five mental
tasks or stages
Receiving,Understanding,
Remembering, Evaluating and
Responding
Stages of
Listening

4. => is the intentional focus on hearing a
speaker's message, which happens
when we filter out other sources so that
we can isolate the message and avoid
the confusing mixture of incoming
stimull. At this stage, we are still only
hearing the message.
1.) Receiving

5. 2.) Understanding
=> we attempt to learn the meaning of
the message, which is not always easy.
For one thing, if a speaker does not
enunciate clearly, it may be difficult to tell
what the message was-did your friend
say, I think she'll be late for class or my
teacher delayed the class?

6. Even when we have understood the words in a
message, because of the differences in our
backgrounds and experience, we sometimes make
the mistake of attaching our own meanings to the
words of others. For example, say you have made
plans with your friends to meet at a certain movie
theater, but you arrive and nobody else shows up.
Eventually you find out that your friends are at a
different theater all the way across town where the
same movie is playing. Everyone else understood that
the meeting place was the "west side" location, but
you wrongly understood it as the east side" location
and therefore missed out on part of the fun.

7. So much of the way we understand
others is influenced by our own
perceptions and experiences.
Therefore, at the understanding
stage of listening we should be on
the lookout for places where our
perceptions might differ from those of
the speaker.

8. => begins with listening; if you can't remember
something that was said,
you might not have been listening effectively. Wolvin,
A., and Coakley, C. G. (1996) note that the most
common reason for not remembering a message after
the fact is because it wasn't really learned in the first
place. However, even when you are listening
attentively, some messages are more difficult than
others to understand and remember. Highly complex
messages that are filled with detail call for highly
developed listening skills.
3.) Remembering

9. Moreover, if something distracts your attention even for a
moment, you could miss out on information that explains other
new concepts you hear when you begin to listen fully again. It's
also important to know that you can improve your memory of a
message by processing it meaningfully-that is, by applying it in
ways that are meaningful to you. Gluck, M. A., Mercado, E., &
Myers, C. E. (2008). Instead of simply repeating at new
acquaintance's name over and over, for example, you might
remember it by associating it with something in your own life.
"Emily, you might say, "reminds me of the Emily I knew in
middle school," or "Mr. Impiar's name reminds me of the Impala
my father drives. Finally, if understanding has been inaccurate,
recollection of the message will be inaccurate too.

10. =>the fourth stage in the listening process is evaluating, or
judging the value of the message. We might be thinking, -This
makes sense or, conversely, -This is very odd. Because
everyone embodies biases and perspectives learned from
widely diverse sets of life experiences. evaluations of the same
message can vary widely from one listener to another. Even the
most openminded listeners will have opinions of a speaker, and
those opinions will influence how the message is evaluated.
People are more likely to evaluate a message positively if the
speaker speaks clearly, presents ideas logically, and gives
reasons to support the points made.
4.)Evaluatin
g

11. => sometimes referred to as feedback-is the fifth and
final stage of the listening process. It's the stage at
which you indicate your involvement. Almost
anything you do at this stage can be interpreted as
feedback. For example, you are giving positive
feedback to your instructor if at the end of class, you
stay behind to finish a sentence in your notes or
approach the instructor to ask for clarification. The
opposite kind of feedback is given by students who
gather their belongings and rush out the door as
soon as class is over.
5.) Responding

12. The Process of
Listening
For the past years, listening played an important
role in audio-lingual methods, students only
listened to repeat and develop a better
pronunciation (for speaking). However, the work
of Asher, Postovsky, Winitz, and, later, Krashen
has paved the way in putting more attention to
the role of listening as a tool for understanding
and a key factor in facilitating language learning.

13. Moreover, most literature would point out two
common terms related to the process of listening top-
down and bottom-up. Top-down and bottom-up
describe how a person processes a listening text. In
some literature, these are also regarded as
strategies in processing and understanding listening
texts. In this context, we use both understandings of
the terms as you will anchor your listening activities
(in the next lessons) on these two perspectives. To
perform real-life listening, you usually combine the
two processes depending on your reason for
listening.

14. =>the listener at the onset, "uses the information
he/ she has about sounds, word meanings, and
discourse markers, then after, tries to assemble
his/her understanding of what he/she reads or
hears one step at a time" (Brown, 2006). The
listener in this case looks for contextual clues from
the text to better understand it. It is first decoding
the semantic, syntactic, and phonological aspects
of the utterance as a means of understanding the
listening or spoken texts.
Bottom Up
Process

15. =>Yildrim (2016) explains that in a top-down process "Learners
use their background knowledge to comprehend the meaning
by considering previous knowledge and schemata". It means
using your knowledge and experiences of the world (schema) in
comprehending a text. The listener does not rely on
understanding individual letters, words, phrases, sentences, or
sounds; rather uses his/her existing information and knowledge
that might come from outside the text. The top-down process
highlights that understanding starts from the listener's
background knowledge of the situation and of the world in
general then works down towards the individual sounds.
Top Down
Process

16. Based on the listening process discussed, there
are specific listening skills competencies that
students need to acquire to develop their listening
ability as teacher, you have to provide instruction
as to how your students will acquire skills .Skills
are competencies which native listeners possess
and which natives need to acquire concerning the
language they are learning in (Field In Nihei, 2002).
Skills For
Listening

17. The following skill classification is adopted by Nihei (2002)
from an anice Richards (1987).
1.ability to recognize reduced forms of words:
2.ability to distinguish word boundaries
3. ability to detect keywords (those which identify the topics
and proposition
4. ability to guess the meanings of words from the contexts in
which they occur.
5.ability to recognize cohesive devices in spoken discourse.
6.ability to distinguish between major and minor constituents.
7.ability to recognize the communicative functions of
utterances, according of to situations, participants, goals:

18. 8.ability to reconstruct or infer situations, goals, participants,
procedures;
9.ability to use real-world knowledge and experience to work
out purposes goals, settings, procedures;
10.ability to predict outcomes from events described:
11.ability to infer links and connections between events:
12.ability to distinguish between literal and implied meanings.
13.ability to recognize markers of coherence in discourse,
and to detect such relations as the main idea, supporting the
idea, given information, new information, generalization,
exemplification;

19. 14. ability to process speech containing
pauses, errors, corrections;
15. ability to make use of facial,
paralinguistic, and other clues to work out
meanings
16.ability to adjust listening strategies to
different kinds of listener purposes or goals.

20. The LSRW (listening-speaking-reading-writing) method
suggests that students learning a new language will first be
taught how to listen. This is because listening provides much
aural input and data and enables the language learner to
interact in spoken communication. To understand the nuances
in a particular language, one must be able to listen. Schmidt
(1990) highlighted the role of listening in facilitating second
language acquisition. He argues that a learner will not
comprehend and learnanything from the input he hears unless
he will notice something about the input.
Listening To Comprehend and
Listening To Acquire The
Target Language

21. He remarked."The only linguistic materials that
can figure in language-making are stretches of
speech that attract the child's attention to a
sufficient degree to be noticed and held in
memory."Likewise, Stephen Krashen's input
hypothesis suggests that "The best methods are
therefore those that supply comprehensable input'
in low anxiety situations, containing messages
that students want to hear."

22. The importance of listening as a language skill has
been highlighted in the studies of Rost (2001) and
Vandergrift (2011). They considered as "a critical
means of acquiring the second language and a
channel through which we process language in real-
time since it internalizes language rules and favors
the development of other language skills". The K to
12 Curriculum Guide in English has reflected listening
comprehension as one of the language domains
identified that students need to learn and that
teachers need to teach in greater detail.

23. Acknowledging that indeed listening skill is a
fundamental tool in the language teaching
and learning process, the curriculum guide
specifically stipulates the competencies,
under the listening comprehension domain,
that students need to acquire.

24. Consequently, you might have observed in
language classes that usually the teacher gives
students samples of oral texts and passages to
listen to, then asks them about what they have
understood. Richards (2016) states that the "view
of listening is based on the assumption that the
main function of listening in second language
learning is to facilitate understanding of spoken
discourse". He added that language teachers also
need to "consider how listening can provide input
that triggers the further development of second-
language proficiency".

25. As Nemtchinova (2013) suggested:
"Students could perform more productive activities
requiring the u of target forms from the text, such
as reading transcripts aloud, sentenc completion,
dialogue practice, and role-playing. As learners
work with transcripts and use the language in
speaking activities, they master the form they
have heard. Extending listening instruction to
develop students' abilitie to understand oral
speech and to acquire sound patterns,
vocabulary, an grammar reflects the multifaceted
nature of the listening process."

26. Thank you!!!
Kayzel Pearl
Asisten Bonganay
BSED English 2-G
(The Discussant)