This document discusses various aspects of teaching listening skills to language learners. It begins by defining listening as the ability to understand what others are saying, including pronunciation, grammar, vocabulary, and meaning. Several key points are then made: listening is important for communication; it helps students acquire language subconsciously; and it is a receptive skill. Common problems students face with listening are also outlined. The document goes on to discuss two types of listening - intensive and extensive. Techniques for teaching listening are categorized as top-down or bottom-up. Principles for effective listening instruction are presented, along with considerations for pre, during, and post listening activities. Materials that can be used and goals of developing listening comprehension are also

2. If you want to learn a new Language,
what is the FIRST thing you are going
to do?!!

3. Of course NOT,
the right thing is

4. CONTINUE :
White & Evans (2005) defined listening
as the ability to identify and understand
what others are saying, this involves
understanding a speaker’s accent or
pronunciation, grammar, vocabulary
and grasping the meaning.

6. • Anderson & Lynch (1988) mentioned that:
• Listening is the key to all affective
communication without the ability to
listen effectively, messages are easily
misunderstood- communication breaks
down and the sender of the message can
easily become frustrated or irritated.

7. CONTINUE:
• Listening helps students to acquire
language subconsciously.
• Students hear different accents and
varieties.
• Listening is receptive skill.

8. Learners problem
• Ur (1996) said that there are 6 problems that
face the students; they are:
1) Trouble with sounds.
2) Have to understand every word.
3) Can’t understand fast, natural native speech.
4) Need to hear things more than once.
5) Find it difficult to keep up.
6) Get tired.

9. The Types of Listening
• Hubbard, Jones, Thornton & Wheeler (1938)
mentioned that listening comprehension has
two types; they are:
Intensive
Listening
Extensive
Listening

10. CONTINUE:
Extensive Listening
• Usually takes place outside the classroom: in
the students’ home, car or on personal MP3
players as they travel from one place to another.
Material for extensive listening can be taken
from a number of sources like books with CDs,
some writers start doing that nowadays, as they
listen & read, at the same time they will be
happy.

11. CONTINUE:
Intensive Listening
• Is opposite of extensive listening, here
students listen to authentic materials that
improve their communication with others
and they listen to variety of voices and
situations.

12. Techniques for Teaching Listening:
• According to British Council Website, Listening
can be classified into two techniques:
Top-down
Technique
Bottom-up
Technique

13. CONTINUE:
Top-down Techniques
• These techniques are
based on listener’s
background knowledge
of the topic, this
background knowledge
activate a set of
expectations that help
listeners to interpret
what is heard and
anticipate what will come
next.
• These techniques include:
1-Listening for the main
idea.
2-Predicting.
3-Drawing inferences.
4-summarizing.

14. CONTINUE:
Bottom-up Techniques
• These techniques are
based on text, the
students relies on the
language; the
combination of sounds,
words and grammar
that creates meaning.
• These techniques include:
1-Listening for specific
details.
2-Recognizing cognates.
3-Recocnizing word-order
patterns.

15. HOW COULD YOU ORAGNIZE YOUR
LESSON ?!!!
Pre-Listening
While Listening
Post-Listening

16. Pre-Listening:
• During Pre-Listening phase, teacher needs to
recognize that all students bring different
background to the listening experience.
• Beliefs, attitudes and biases of listeners will
affect the understanding of the message.

17. Continue:
• There are some strategies that teachers and
students use to prepare for listening
experience; they are:
• Activate existing knowledge.
• Build prior knowledge.
• Use a listening guide.

18. While/During Listening:
• You can make:
CONNECT Find Meaning
Question
Make and
Confirm
predictionsMake
Inferences

19. Post-Listening:
• You can:
• Encourage debates between students.
• Compare their notes in small groups.
• Ask them to write a summary of the main
points.
• Make a list of any new vocabulary.

20. Principles For Teaching Listening:
• Brown (2007) said these principles should help
the teacher to create his/her techniques; they
are:
• Use techniques that are intrinsically motivating.
• Use authentic language and context.
• Encourage the development of speaking
strategies.
• Include both bottom-up and top-down listening
techniques.

21. CONTINUE:
• (Harmer, 1998)
• “1- preparation is vital.
• 2- once is not enough.
• 3- students should encourage to respond to
the content of a listening, not just to the
language.
• 4- different listening stages demand different
listening tasks.” (p.100)

22. The Materials of Listening
• Cardenas & Fernandez (n.d) mentioned that
the materials are divided into two segments;
they are:
Listening Video SegmentsListening Audio Segments

23. Listening Audio Segments
• In Listening audio
segments, the students
learn from radio programs,
online podcast and other
radio messages.
• The teacher uses short or
long audio segments.

24. Listening Video Segments
• It is another helpful
resource for teaching
listening; including: short
sketches, news programs,
documentary films,
interview segments,
dramatic and comedic
material.
• The teacher selects the
portion and length of the
video segment based on
the level of the students.

25. Successful Listening Activity
• Anderson & Lynch (1998) indicated that there are FIVE
ideas to make the best listening activities ever !!
1) Reduce distractions and noise during the listening
segment.
2) Make sure the equipment produces acceptable sound
equality.
3) Read and play the text 2-3 times.
4) Play a video clip with sound off and ask students to
make predictions about it.
5) Give students a listening task to do between classes.

26. Goals of Listening
• After knowing all these information we can
distinguish the aims of listening
comprehension, they are:
• To develop students’ awareness of the world.
• To allow students to practice by using
authentic listening tasks.
• To build students comprehension.

29. Application Time