The document discusses several key points about effective listening instruction for language learners: 1) When the student studied French in France, they struggled to understand native speakers despite years of instruction, showing the difference between taught pronunciation and natural speech. 2) Effective listening requires exposure to informal, conversational speech rather than just formal readings, as well as tasks that mirror real-life listening purposes rather than comprehension tests. 3) Teachers should set expectations, clarify the purpose of listening, and encourage ongoing responses from students to keep them engaged in the material.

2.  What do students need to know when they learn a new
word?
 What is the minimum percentage of words that learners
should be able to understand when they read a text?
 This implies that in order to understand authentic text
they should know at least _______ word families.
 How many times should a word be encountered in order
for it to be properly learned?
 Words are better remembered if
____________________.
 It is also helpful to ____________________________,
words with personal significance can easily be
remembered.

3. After studying French for seven years in school, I
went to France and found that I could not
understand what French people were saying to me.
I needed them to slow down, pause and pronounce
things the same way I had been taught they should
be pronounced.This was in spite of having had
‘listening comprehension’ exercises in school.What
had gone wrong?
– Adopted from A course in English language teaching,
Cambridge University Press, 2012.

4.  Formal, carefully enunciated language
 Written text read aloud
 Audio-recordings
 Written comprehensions after the listening
 Tasks which do not relate to the listening
materials
 The demand that students need to understand
everything in the text.
(Ur, 2012)

5.  Takes place in face-to-face interactive situations
(conversations, interviews, lessons, seminars)
 Speech is informal and colloquial.
 It is improvised, not written before hand to be read
aloud.
 We can see the speaker.
 We always nearly respond to the speaker.
 We have some kind of previous knowledge or
schemata.
 We have some purpose in listening.
 We rarely need to understand everything.
(Ur, 2012)

6. Type Description
Listening for gist To get the general idea such as who is
speaking to whom, why, and how
successful they are in delivering the
message.
Listening for specific information To focus on a specific part of the
listening.We do not need to understand
everything. For example, listening to
flight time schedule.
Listening in detail To focus on all parts of the text. For
example. when we need to find errors or
determine differences between one
passage and another.
Inferential Listening To infer or to know she speaker’s attitude
/ feeling.
(Wilson, 2012)

7.  The teacher
 The student
 Guest speaker
 Textbook recordings
 Supplementary resource books
 Television
 Radio
 Video, DVDSongs
 Internet (YouTube)
(Wilson, 2012)

8.  Expectation
Ss need to have some idea what they are going to hear.
 Purpose
This enables ss to employ the right listening strategies
before listening.
 Ongoing listener response
Ss should be encouraged to respond to the information while they
are listening, not after.
 Interest
Tasks should be one that will arouse ss’ interest.
(Ur, 2012)

9. Listening text types Listening tasks
1. A news broadcast
2. The directions to a
person’s home
3. The description of
a missing person
4. An embarrassing
personal anecdote
5. A shopping
dialogue
6. A pop song
7. Recorded
entertainment
information
8. A weather forecast
a. Answering wh-questions
b. Putting a series of pictures in order
c. Ticking off items on a list of names of people and places
d. Drawing on a map
e. Filling in a grid or table
f. Choosing one of several pictures
g. Taking notes
h. Choosing one of several adjectives
i. Writing the exact words
j. Drawing a picture
k. Filling in gaps in a transcript
l. Give a piece of reading, and compare what they hear from the
listening and what they see in reading and find the differences
(Thornburry &Watkins, 2007)

10. Lead-in (introduction to topic)
Pre-task (vocabulary pre-
teaching, prediction)
Easy task
Harder task
Post-task