four basic language skill

RUNNINGHEAD: READING ANDLISTENINGAS A SIGNIFICANCELANGUAGESKILL
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Department of Education
University of Sargodha
Mid Term Assignment Prepared by
Tayyaba Maher
ROLL NUMBER: BEDF19M015
Submitted To
DR.Shaista Khalid
Session: BS EDUCATION 2ND (2019-2023)
Dated: 8th, May, 2020

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Abstract
The aim of the study is to define that how reading and listening is significance language skills. In
this material there is complete information about reading its types strategies and how we can
read in a better way. The aim of this study is to improve the reading skills of the students having
difficulty in reading through an enrichment reading program. Reading is an interactive process in
which readers construct a meaningful representation of a text using effective reading strategies.
Effective reading strategies are considered as significant skills that have received the special
focus on students’ reading comprehension proficiency. In this paper, the researchers define the
term reading and reading comprehension, explain the types of reading, declare models of reading
process, state theories of reading comprehension, review the effective strategies for reading
comprehension. In this material listening skill also define and also explain that by using these
skills how student’s becomes a good listener.
Good ability in listening means having competence to comprehend information during listening
activities. However, Listening skill is still considered as one of the most difficult skills for
English language learners although they have been learning English for few years. Hence, this
study was designed to gather information about the students' challenges in listening activities,
their perspectives on listening subject, and positive

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Language:“Language is a system of semantic and syntax. It is composed of arbitrary symbols
used to communicate, interact and express feelings.”
Language as a skill: language is basically a skill. It is not a content based subject like
science, math's, social studies or any other subject which purpose is only to fill the student mind
with knowledge of that subject. As language is a skill so it is lying under psychomotor domain.
A skill is defined as the ability to do something well like swimming, singing, speaking, taking
notes etc. Language is a complex skill which involves four other sub-skills which are follows,
1. Listening (Receptive / passive skill)
2. Speaking (Productive /active skill)
3. Reading (Receptive / passive skill)
4. Writing (Productive /active skill)
Language skill Oral Written
(Receptive / passive skill) Listening Reading
(Productive /active skill) Speaking Writing
Significance oflanguage skills: Language is very important without it you cannot
communicate well. In our daily life communication plays a vital role in our daily life. To acquire
good communication, command on these four skills is very important. We can acquire effective
communication after getting command on these four skills.
Reading:Reading is very important skill. It is a skill that enables a reader to construct a
meaning from the written material.
1. “Reading is a process of constructing meaning from written texts. It is a complex skill
requiring the coordination of interrelated sources of information” (Stanley, 2007).

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2. “Reading is an activity which involves comprehension and interpretation of ideas
symbolized by the written or printed page.”
3. The act of responding appropriately to printed symbols.
4. The process by which we make the sense of the text.
Reading is also a process of decoding symbols to derive meaning. Reading is also a means of
language acquisition, communication and sharing information and ideas. Reading enables
students to turn written material into meaning and achieve the goal of fluency and
comprehension. In simple words reading means looking at the printed words and under-standing
the message. It consists of two steps:
1. Recognizing the letters of alphabets.
2. Understanding or comprehension.
Reading understands the meaning of text and the meaning is of two types:
1. Surface meaning: Surface meaning is obvious meaning
2. Underlying meaning: underlying meaning is hidden meaning
Reading skills, why reading is important?
 Reading is important because it develops our mind …..When we understand the written
material and make the meaning it develops our mental ability. It also helps them learn to
listen.
 When you read something you are expose yourself for the new things, new information,
new ways to solve a problem and new ways to achieve your goals.
 Reading helps you to understand the world, through reading you begin to understand the
topic more that interest you.
 When you are reading you are gaining new knowledge and experience of someone.

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Reading types/Reading kinds:
There are two kinds of reading.
1. Readings based on purpose
2. General types of reading.
Readings based on purpose General types of reading
1. Scanning 1.Loud reading
2. Skimming 2.Silent reading
3. Intensive
4. Extensive
Generaltypes of reading:
There are two general types of reading.
Loud Reading Silent Reading
Reader reads something in a relaxed mood and
only an individual remains familiar of it.
Reading in which the reader is at the top of his
voice.
Movement of lips and tongue. No movement of lips and tongue.
Purpose is improve Pronunciation Meaning of the words is most important
Reader can read slow, focus is on pronunciation Reader can read fast , focus on understanding
Readings that based on purpose:
1. Skimming: Real meaning of skimming is to take out cream from milk. But in language
study it means reading a text quickly to get the gist or summary of text. We are interested
only in the main idea and left all other details, explanation and examples.

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2. Scanning: Real meaning of scanning is to locate or discover the place of something. In
language learning it means reading a text quickly to look for specific piece of
information. It is faster than skimming.
3. Intensive reading (Mastery): It is a deep kind of reading. We read slowly and with
great effort. We have to pay great attention to every detail. This kind of reading involves
classroom reading text books, presentations, recipes, application forms, instructions, and
quotation papers etc. we have to learn the meaning of each and every word.
4. Extensive Reading (for pleasure): sometimes we read for pleasure and
enjoyment. It is done mostly outside the class room in spare time. The reader is free to
read according to his own style and taste. He can read at home or in the library without
the guidance of anyone. Reading habits can be developed by this kind of reading.
Generalreading strategies:
Strategy means Action Plan, Strategy meaning implementation or implication of the plan. In
general reading strategy we talk about SQ6R method. SQ6R method is used to enhance learning
ability and the professional people used it.
S: S stands for survey in survey we focus on title, subtitle, headings, pictures and graphics.
Survey general nature of material read.
Q: Q stands for questions. In questions you prepare some questions by yourself.
What are the questions which logically arise from the survey?
1. Change heading into questions, vocabulary meanings, cause /effect relationship,
questions concerning italicized word or phrase
6R: six R’s are include

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Read:Read the material. Focus on topic. Thoroughly Read 1. When 2. Who 3. Why 4. How.
The first reading should be purposeful but rapidly purpose is to gain meaning and to answer your
questions.
Relate:Relate the text to life.
 Text to text
 Text to word
 Text to self.
Review:Revise or review your material. After completing the chapter 1. Short paragraph
stating main idea of the unit 2. Review your notes often to put information in your long-term
memory when you have time between classes.
Record:Taking notes while reading
Reflect:Give your own opinion on the last.
Recite:Recall the material. Ask yourself questions and read the answer aloud and if you can't
read aloud, write it down. Ask yourself what I have read.
In Conclusion: When you have method is passed as you will find that you will be reading
faster and better and with more concentration picking out important notes and fix them into your
long term memory.
Approaches of reading: There is no method to teach reading successfully in elementary
school, class classic study in reading instruction found that the teacher was more important than
achieving excellence in Reading than any method used (Bond & Dysktra). Teachers used a few
features from each of them no single Method can teach all children to read.
There are four approaches.

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1. Basal reader approach
2. Literature based approach
3. Language experience approach
4. Balanced approach
Basalreaderapproach: Basal reader approach is also called skill based approach.
Approach uses Phonics and decoding. The basal Reader approach tends to help students from the
part to the whole. Basal reader approach is also called bottom up approach. In Basil approach
skills developed through specific instructional strands. It is done in smaller groups form. It is
directed reading Activity (DRA).
Literature basedapproach: Literature based approach puts premium on reading fiction
and nonfiction literature. Students are advised to discuss their material or reading with their
classmates. Literature based approach tends to move from whole to the part. It is also called top
down approach. Children offered choices in their literature selections
Language experience approach: Language experience approach is student centered
approach. The readers are expected to write their own stories that a product of their experience
procedure
The experience: 1. spoken language 2. Creating the text 3. Reading
Balanced approach: Balanced approach this skills development with literature and language
arts activities that teacher starts to carefully planned to choose literature themes.
Comprehension strategies:
Comprehension strategies are conscious plans that good reader uses to make sense of text.
Comprehension strategies students used to become purposeful and active readers who are in
control of their own reading comprehension.

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Principle of comprehension strategies:
1. Active readers interact with text.
2. Thinking needs to be made explicit and students need to develop an awareness of their
thinking.
3. Reading involves both decoding and the making of meaning.
4. Questions in:
 Readers, books, reading cards and on worksheet
5. Tends to be primary focus of comprehension instructions in classrooms.
6. In comprehension strategies content and process both are important
Skills:
1. Searching connection between what is known and new information In text.
2. Asking questions
3. Trying interference during and after reading distinguish important than less important
ideas from the text.
Skill level of reader:
Tacit Reader Aware reader Strategic reader Reflective reader
In Tacit readers there
is lack of awareness
of how they think
when they read.
Aware readers
realized reading has
been broken down but
lack Strategies for
fixing the problems.
Strategic readers use
thinking and
comprehension
Strategies and able to
monitor and repair
meaning.
Reflective readers are
able to apply
strategies flexibly
depending on purpose
for reading reflects on
thinking.
Effective instructions:

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1. Teacher with the end in mind Purpose, outcomes, understanding, skills and attitude.
2. Plan instruction around the need of individual students
3. Model use of comprehension strategies including oral, written, and artistic response.
4. Remind student purpose of using strategies to make meaning.
Tools for comprehension strategies:
There are many tools that help you in comprehension strategy like maps, mind map, world wall,
timeline story map, helping students to choose text, Text coding, think sheets, sticky notes etc…
Speed reading:
Speed reading involves selecting appropriate pace to support your learning. Being able to
efficiently skim your reading for important information. Goal is to decrease the time it takes you
to read. Increasing speed is not effective for all students.
Factors that reduce reading rate:
There are few reasons for slow reading.
1. Word by word reading
2. Slowness of recognition to material
3. Vocalization
4. Faulty eye movement
5. Rereading material
6. Poor evaluation which aspects are important and which are unimportant
7. The effort to remember everything instead of remember selectively
Strategies to increasing reading Rates
1. Have your eyes checked
2. Eliminate habit of pronouncing words as you read

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3. Avoid Rereading
4. Develop a wider eye span
5. Vary your reading speed
6. Use Pacer technique
7. Practice
8. Visit a success coach
Reading strategies:
There are many strategies of reading.
1. Purposeful reading 2. Scanning: 3. Skimming
4. Information words 5.Phrases reading 6. Analytical reading:
7. Making the text 8.Notes taking 9.Managing vocabulary:
10. Reading with others
To summarize ALL that has proceeded:
• ALWAYS PREVIEW!
• ALWAYS SELECT AN APPROPRIATE READINGSTRATEGYs
• WITH THE EXCEPTION OF PLEASURE READING,TRY OFTEN TO READ ABOVE
THE SPEED OF SUBVOCALIZATION---300 OR MORE WORDS A MINUTE
• READ,READ,READ, AND THEN READ SOME MORE!

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References:
1. https://www.researchgate.net/publication/274310952_Language_and_Language_Skills
2. https://www.slideshare.net/sumedha2391/reading-skills-11372393
3. https://www.docsity.com/en/reading-skills-importance-of-reading-skills/5130785/
4. https://www.google.com/search?q=what+is+reading+in+language+skills&source=lmns&bih
=655&biw=1024&rlz=1C1CHMO_en-gbPK847PK859&hl=en&ved=2ahUKEwiqsO-
biIvpAhVP04UKHcGKBLAQ_AUoAHoECAEQAA
5. https://medium.com/@daniel.wdong111/the-importance-of-reading-in-second-language-
acquisition-a8758c026486
6. https://brainly.in/question/3962375
7. https://www.quora.com/What-is-the-difference-between-loud-reading-and-silent-reading
8. https://www.jmu.edu/valleyscholars/files/studyreadingskills.pdf
9. Strategies that Work: Teaching Comprehension for Understanding and Engagement
Stephanie Harvey & Anne Goudvis, second edition, Stenhouse Publishers, 2007
10. LEARNING SERVICES -Speed Reading Adapted from – University of Maryland & Coles
Notes (2010). Speed Reading Study Guide, Toronto, On: Coles Publishing.
11. Helpsheet-READING SKILLS © The University of Melbourne 2010. These materials were
produced by the Teaching and Learning Unit, University of Melbourne. The University of
Sydney has reproduced these materials under licence from the University of Melbourne. H
12. READING CLINICS 1-8 Vinnie Linares October, 2002

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Listening:
Listening is critical communication skill in which students are involved in various listening
situations.
“Listening is a process of recognition of sounds and voices attentively and willingly”. According
to Dumount and Lannon, “learning is the complex process of receiving, focusing, decoding,
accepting and storing what hear”. The act of listening involves sensing filtering and
remembering. Listening comprehension skill is there effective skill listening means to understand
what we hear.
Listening skills:
“Listening skills are the ways to have to you listened something more effectively”.
Difference between hearing and listening:
Hearing Listening
Hearing is unconscious you can hear all type of
sounds.
Listening is conscious process listening is
something you continuously choose to do.
Hearing is a passive process. Listening is an active process.
Hearing is not requires concentration. Listening requires concentration.
Hearing is accidental. Listening is focused.
Hearing is involuntary. Listening is voluntary.
Hearing is effortless Listening is intentional
Purposes of listening
Communication is of two ways process when a person speaks other person listen. Listening and
speaking is very important in oral communication before listening everyone should know the
purpose of listening.

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1. To get new information and ideas
2. To examine and verify the message
3. To be inspired
4. To improve our own communication
Process of listening:
As a communicator, the listener engages in sequence of behaviors that are accepted to
characterize the decoding process: receiving; attending; perceiving; interpreting; and responding.
 Receive: (Stimuli)
 Select: (focus on stimuli)
 Interpret: (Attach meaning and stimuli)
 Understand: (integrate message)
 Evaluate: (judge the merits of information)
 Resolve: (Decide what to do with information)
Promoting better listening
1. Desire to learn 2. Focus on message
3. Listen for main Idea 4. Understand speakers point of view
5. Withhold judgment 6. Reinforce the message
7. Provide feedback 8. Listen with body
9.Listen critically
Barriers in listening:
1. Poor perceptions, noise, lack of motivation for listening, more thinking than listening,
personal reactions, lack of interest.
Types of listening:

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There are two types of listening.
1. Active listening
2. Passive listening
1. Active listening: Physical and mental preparation is necessary in active listening. we devote
our attention to the speaker and spoken words. In active listening we do not allow our mind
to stray. We should make our speaker believe that we are paying attention to him. Our
behavior makes the speaker feel that we are all ears. It means that we are listening carefully
and attentively. So hearing with willingness and attentiveness is called active listening
2. Passive listening: In passive listening we hair casually. Our attention is diverted and we
cannot listen properly. Sometimes we are not willing to listen but we are forced to do so. So
we feel boredom and passive listening takes place. In the classroom we do not pay attention
to what is said and after the class is over we do not remember anything of it
Real life Listening:
The objective of listening co real life listening situation. In real-life listening, our students use a
combination of the two processes, on top-down or bottom-up listening depending on their
reasons for listening. However, the two types of listening also practiced separately, as the skills
involved are quite different.
1. Receive: Receive message in fact oral message from speaker. Getting information
instruction message.
2. We must not objective of listening.
3. Try to understand what you are hearing
4. Make a guess, guess is ability.
5. You must remember what you have learned already.

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6. Able to make analysis.
7. Good listener also known about the style of writing
8. Good listener removes the distractions.
Listening for ELC:
1. Predicting the content
2. Informal listening situations
3. Global listening is also called real life listening (focus on message).
4. Distance listening is also called a formal or structured listening.
5. Focus on content
6. Watching news is best for learning
7. Vocabulary
8. You can listen content words
9. Listening for details
Listening comprehensions:
1. Top-down: The bottom-up processing a process of decoding the sounds that one hears in
a linear fashion.
2. Bottom-up: The top-down processing a reconstruction process; the listener actively
constructs the original meaning of the speaker using incoming sounds as clues
Good lecture notes must:
1. Present a neat, attractive appearance.
2. Indicate the main points of the lecture.
3. Show the relationship of the details to the main points.
4. Include enough illustrative detail to enrich notes and content.

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Factors that hinder listening:
1. Daydreaming
2. Preparing our responses ahead of time
3. Thinking about the people, places and things
Listening problems/faults in listening:
We have so many listening problems and faults some important problems and faults are
discussed below:
1. Prejudice against the speaker
2. External disturbances
3. Thinking speed
4. Hasty conclusion
5. Hated words
6. Delivery
Techniques of good listening:
1. Focus your attention: We should focus our attention to the message and ignore
disturbances. Good listening or attentive listening is an excellent way of learning
2. Be prepared: We should be prepare for listening before attending a lecture of outside
speaker we can learn about the speaker the topic the audience and the situation.
3. Listen to understand / Open-minded: We have biases and Prejudices but while
listening we should put them a side we should try to understand the message.
4. Concentrate on context: We should construct a mental outline of where the speaker is
going.

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5. Take notes: While listening we should take notes of important points
6. Find an area of interest. Judge content, not delivery
7. Hold your fire (withhold evaluation until you comprehend the message).
8. Listen for ideas.
9. Be flexible in note taking.
10. Work at listening.
11. Resist distractions.
12. Exercise your mind (don't avoid difficult material).
13. Keep your mind open.
14. Capitalize on thought speed
Conclusion:
Listening is critical communications skill and for all of us in our personal lives. You cannot
convey message effectively until you understand what the other person wants. Active listening is
crucial to achieving ultimate communication objective. Active listening is a skill that like other
communication skills must be developed. By practicing you can develop these skills. Listening
skill and application of various listening strategies will help students to perform
well in both academic and non-academic situations. It also helps the students to enhance their
English language proficiency. However, stressing the students to develop their listening skill
demands not only revising syllabus and designing new course but also implementing suitable
or appropriate teaching methods and practices in the ESL (English as a Second Language)
Classrooms. Listening skill requires effective teaching and innovative teaching preparation
and provision of all necessary technical supporting materials during the teaching process.

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Reference page:
1. https://www.google.com/search?q=difference+between+listening+and+hearing&sxsrf=ALeKk00
uHY2JrsFrTqHGIKtLg48oWpVaCQ:1588742993406&source=lnms&tbm=isch&sa=X&ved=2ah
UKEwiumovuwJ7pAhWtQhUIHVRHD4wQ_AUoAXoECAoQAw&biw=1366&bih=625#imgrc
=XSmqU1AL8IFW8M
2. https://www.teachingenglish.org.uk/article/listening-top-down-bottom
3. https://pt.slideshare.net/tongsung2/ch1-challenges-and-opportunities/8
4. https://slideplayer.com/slide/5075703/
5. https://shodhganga.inflibnet.ac.in/bitstream/10603/133174/11/11_conclusion.pdf
6. https://www.researchgate.net/publication/316277855_A_STUDY_ON_LISTENING_SKILLS_A
ND_PERSPECTIVE_TO_FIRST_YEAR_STUDENTS_AT_ENGLISH_DEPARTMENT_OF_A
CADEMIC_YEAR_20152016

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