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Teaching listening

This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.

Education◦Technology◦
Teaching Listening Skills Dr. Saowarot Ruangpaisan Aj. Natthawut Sukprasong
•How important is Listening?
Nunan (2010) Listening is the CindereLLa skill in second language learning. It has been overlooked by its elder sister- speaking.
How can these people be good speakers without being good listeners?
Richards & Renandya (2010) • Listening skills did not receive priority in language teaching since teaching methods emphasized “productive skills”. • Some applied linguists argue that “ listening comprehension is at the core of 2nd language acquisition and demands a much greater prominence in language teaching.”
( Rost, 1994; Nunan, 1997) • Listening is the skill that provide input for learners in language learning and acquisition. • Without understanding the input at the right level, any learning cannot begin. • It’s the fundamental skill to speaking.
Types of Listening 1. Listening for the gist: focuses on overall understanding or the main idea such as an important message 2. Listening for specific information: focuses on details such as time, place, name 3. Listening for inferences or listening between the lines: focuses on the implied meaning which is not directly stated such as the feeling of the speaker,
How can we teach listening?
Language Learning Strategies (Oxford, 2010) - are specific actions, behaviors, steps, or techniques that students use to improve their progress in developing L2 skills - can facilitate the internalization, storage, retrieval or use of the new language. - are tools for the self-directed involvement necessary for developing communicative ability
Nunan (2010): Listening Strategies Listening strategies are divided into 2 views: 1. Bottom-Up Strategy 2. Top-down Strategy
Bottom-up Strategy or text based ∆ reling on language aspects (sounds, vocab, grammar) or text based a process of decoding the sounds we hear (from the smallest units to complete texts) e.g. listening for specific details, recognizing cognates, recognizing word order patterns
Top-down Strategy: or learner based - focusing on the listener and thinking process - a process of constructing the original meaning of the speaker by……. using incoming sounds as clues using background knowledge of the context & situation to interpret e.g. listening for main idea, predicting, drawing inferences, summarizing, intentions
Which one is better, top-down or bottom up?
Top-down or bottom-up? More effective learners tended to use a more “top-down strategies” in understanding the message. Less effective learners tended to use a more “bottom up strategies” . (O Malley et al, 1989)
Top-down and bottom-up • It is also called “Interactive Strategy” focusing on both language and the listener. • Both Top-down and bottom-up strategies are necessary in developing courses, materials and lessons. Ex. The students not only discriminate the different sounds but also use what they already know to understand what they hear.
Language Learning Strategy (Oxford 1990) A strategy system contains 6 sets of L2 learning behavior based on the theory that the learner is “a whole person” using - intellectual resources - social - emotional - physical not merely “a cognitive/ metacognitive information processing” machine
6 strategies groups (Oxford,1990): 1. Affective Strategy 2. Social Strategy 3. Metacognitive Strategy 4. Memory-related Strategy 5. General cognitive Strategy 6. Compensatory Strategy
1. Affective Strategy e.g. anxiety reduction, self-encouragement, self-reward 2.Social Strategy e.g. asking questions, cooperating with NS, becoming culturally aware
3. Metacognitive e.g. Paying attention, consciously searching for practice opportunities, planning for lg. tasks, self-evaluating progress, and monitoring errors 4. Memory-related Strategy e.g. Grouping, imagery, rhyming, moving physically, structured reviewing
5. General Cognitive Strategy e.g. Reasoning, analyzing, summarizing, practicing 6. Compensatory Strategy e.g. guessing meaning from the context, using gestures and synonyms to convey meaning
Steps in teaching listening skills • Pre-listening activate listener’s background knowledge and experience • While-listening listen for the gist, specific information and inferences • Post-listening do activities which are related to the listening text such as expressing opinions doing group discussions, doing role-play
The formats of listening lesson (Field, 2012) • Prelistening • Extensive listening • Preset questions or task • Intensive listening • Language of the recording • Final play
Pre-listening : a brief introductory phase Goals: to…….. set the scene motivate the learners to listen turn learners’ thinking toward the topic propose 4 or 5 necessary words
Extensive Listening • first playing of the recording followed by the general questions Goals: to adjust to the speakers’ voices different types of information Preset questions or task • check if the learners know …… what tasks they will do • what questions they have to answer
Intensive listening A second playing of the recording to - obtain answers - Check the accuracy of the answers - Replay the relevant passages where the comprehension levels are low
Language of the recording Follow-up activity: ■ first playing - replay the sentences containing the unknown words - infer their meanings from the context ■ ■ second playing - find the functional language
Final play Done with learners following the tapescript & enable the learners to - deconstruct any sections that the learners found difficult to match to work - Provide a long-term reminder
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