SlideShare a Scribd company logo
Teaching Listening Comprehension
Damascus University
Higher Languages Institute
Presentation by: Abd Al-Rahman Al-Midani

Course Professor: Ms. Rana Shabaan
December 23, 2013

Email: thedamascene@hotmail.com
Outline
 Listening Skill

 Characteristics of Spoken Language
 Why Teach Listening

 Listening Activities
 Criteria for Making Listening Activities
 References
Listening skill
 Listening is an internal process that cannot be directly observed.
 Psycholinguistics propose theories on what happens as somebody
listens.
 One theory suggests that as a person listens, he is constructing a
parallel massage based on clues he receives from the interlocutor.
Listening is an active process in which the listener plays a crucial
role in constructing the message.
 Stages of listening process according to Rivers and Temperley
A. Determine if a sound or a stream of sounds is systematic and
organized or random;
B. Impose some structure on the stream of sounds through breaking it
up into sentences and words; and
C. Circulate and process the broken up stream of sounds and decide
the important ones to be recorded and stored.
• Factors that come into play as a person listens:
1. Knowledge of the phonology or sound system of the language in
question;

2.
3.



Knowledge of the world shared with the interlocutor; and
Familiarity with the subject of discussion.
Good portion of the massage is conveyed through body language.
Attitudes between the speakers help in the process of listening
comprehension
Characteristics of Spoken Language
 Redundancy:
 Repetition, restating, back-tracking characterize spoken language;
 Redundancy can be considered an advantage or disadvantage for listeners.

 Untidiness:
 Spontaneous conversations contain sometimes ungrammatical structures,
fragments, pauses etc…
 These errors might be distracting for the learner of a foreign language if he
was not exposed to them during the learning process.

Environmental Interference:
 They are the noise that may confuse the listener as he tries to listen to some
message; the outcome is that he has to guess and fill in what he could not
hear.
Why Teach Listening
 Listening comprehension is a skill that tends to be neglected because of
many reasons:
 Feeling among teachers that learners develop it automatically as he tries to
speak it;
 Easiness to hide incompetence in it;
 Audiolingual courses teach other skills rather than teaching listening.
 Reasons to teach listening:
 It is tested in certain exams;
 Source of enjoyable activities;
 For those whom English is their second language, English is the medium of
instruction without which academic achievement will suffer; and
 Teaching listening results in the learners acquire this skill faster and more
efficiently.
 What language to use in Teaching listening?
 The material used in teaching listening should cover the major
dialects of English: American and British ones.
 The materials should also cover a variety of registers ranging from
highly formal speeches to informal conversations.
Listening Activities
 It is difficult to subdivide listening skills to sub-skills, so listening activities
should require the listener to do global listening hoping that he will acquire
competence through practice and exercises.
 These exercises require the learner to do:
A. Make and confirm predictions in a text;
B. Extract specific information;
C. Grasp the gist;
D. Discover the speakers attitudes and opinions as expressed the text;
E. deduce and infer the meaning of unknown language structures in the text;
F. Recognize discourse markers; and
G. Recognize and distinguish between the different sounds, stress patters and
intonation contours.
 Vowel and consonant discrimination
 When learners have problem distinguishing between two sounds,
minimal pairs serve to train them on the difference between the
sounds;
 Listening to sounds
1) Students are asked to close their eyes and listen to the sounds; some
minutes after that, they are required to speak about what they
listened to;
2) The teacher plays imagination sparking tapes, and he asks students
to speak about what was happening.
 Listening passage
 It is the most activity used in teaching listening and it involves
several steps: choosing the topic, giving background, setting guide
question, playing or reading the text, answering the questions, relistening and answering further questions.

 Completion Exercises
 These activities are based on the assumption that good listeners can
expect what the speaker is about t say.
1. Long completion: the teacher reads a texts and pauses and speakers
have to fill in these clozes with word, phrase or clause.
2. Short completion: the texts which the teacher uses are shorter.
 Spot the change
 The teacher reads a text to the students. After that he reads it again
with some changes. Students have to spot these changes.

 Following instructions
 This activity utilizes the Total Physical Response. Teachers issue
oral instructions that the learner who have to demonstrate their
comprehension through carrying out these instruction physically.

 What is it?
 It is a game-like activity in which the teacher describes something or
somebody, and the students have to guess it.
 Anecdotes and jokes
 After being told an anecdote, students can do a variety of tasks like
retelling it, or answering questions that check their comprehension.

 Song
 They can be treated as listening activities and questions maybe
posed to ensure listening comprehension.
 Filling in the clozes is also a useful exercise
 Extensive Listening
 They are purely listening for pleasure; the students are not haunted
by the phantoms of listening comprehension questions.
Criteria for making listening activities:
• The exercises the students are asked to perform must be
realistic & motivating
• Not stripped of redundancy
• Variety of activities
• Suitability in terms of age, level, and interests
• Introduced gradually in small doses
• Variety of registers, voices, genres.
• Clarity and loudness
• Not highly detailed
References
• J. C. Richards and R. Schmidt, Longman
Dictionary of Language Teaching and Applied
Linguistics. Harlow: Longman, 2010.
• C. T. Linse, Practical English Language
Teaching: Young Learners. McGraw-Hill Higher
Education, 2005.
• A. S. Hasan, Methodology id teaching English
to Young Learners.Damascus University Press.
2013.
Thank You Very Much!

More Related Content

What's hot

How children learn language
How children learn languageHow children learn language
How children learn language
Musfera Nara Vadia
 
Listening Comprehension
Listening ComprehensionListening Comprehension
Listening Comprehension
Ika Hentihu
 
LANGUAGE PRODUCTION IN PSYCOLINGUISTIC
LANGUAGE PRODUCTION IN PSYCOLINGUISTICLANGUAGE PRODUCTION IN PSYCOLINGUISTIC
LANGUAGE PRODUCTION IN PSYCOLINGUISTIC
Anisa Asharie
 
The ppp teaching method (power point)
The ppp teaching method (power point)The ppp teaching method (power point)
The ppp teaching method (power point)
Lis Nieto
 
Discourse analysis for language teachers
Discourse analysis for       language teachersDiscourse analysis for       language teachers
Discourse analysis for language teachers
gaflores2
 
Teaching listening
Teaching listening Teaching listening
Teaching listening
abderrahim bellahcen
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciation
Ivan Aguilar
 
Applied linguistics presentation
Applied linguistics  presentationApplied linguistics  presentation
Applied linguistics presentation
Muhammad Furqan
 
Teaching listening and speaking
Teaching listening and speakingTeaching listening and speaking
Teaching listening and speaking
asavitski
 
Listening Skill
Listening SkillListening Skill
Listening Skill
Abd Al-Rahman Al-Midani
 
Types and role of materials in elt
Types and role of materials in  eltTypes and role of materials in  elt
Types and role of materials in elt
Prof. Richmind
 
First language acquisition
First language acquisitionFirst language acquisition
First language acquisition
University of Panama
 
How to teach listening
How to teach listening How to teach listening
How to teach listening
Diana Oróstegui
 
Technology for Language Teaching
Technology for Language TeachingTechnology for Language Teaching
Technology for Language Teaching
Reny Mulyaningsih
 
Second language acquisition
Second language acquisitionSecond language acquisition
Second language acquisition
ISP
 
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
wissam999
 
Teaching listening and speaking
Teaching listening and speakingTeaching listening and speaking
Teaching listening and speaking
asavitski
 
Assessing reading
Assessing readingAssessing reading
Assessing reading
elfiratanjung
 
Direct Method (DM) of Language Teaching
Direct Method (DM) of Language TeachingDirect Method (DM) of Language Teaching
Direct Method (DM) of Language Teaching
Ayesha Bashir
 
Teaching listening
Teaching listening Teaching listening
Teaching listening
William Sastoque
 

What's hot (20)

How children learn language
How children learn languageHow children learn language
How children learn language
 
Listening Comprehension
Listening ComprehensionListening Comprehension
Listening Comprehension
 
LANGUAGE PRODUCTION IN PSYCOLINGUISTIC
LANGUAGE PRODUCTION IN PSYCOLINGUISTICLANGUAGE PRODUCTION IN PSYCOLINGUISTIC
LANGUAGE PRODUCTION IN PSYCOLINGUISTIC
 
The ppp teaching method (power point)
The ppp teaching method (power point)The ppp teaching method (power point)
The ppp teaching method (power point)
 
Discourse analysis for language teachers
Discourse analysis for       language teachersDiscourse analysis for       language teachers
Discourse analysis for language teachers
 
Teaching listening
Teaching listening Teaching listening
Teaching listening
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciation
 
Applied linguistics presentation
Applied linguistics  presentationApplied linguistics  presentation
Applied linguistics presentation
 
Teaching listening and speaking
Teaching listening and speakingTeaching listening and speaking
Teaching listening and speaking
 
Listening Skill
Listening SkillListening Skill
Listening Skill
 
Types and role of materials in elt
Types and role of materials in  eltTypes and role of materials in  elt
Types and role of materials in elt
 
First language acquisition
First language acquisitionFirst language acquisition
First language acquisition
 
How to teach listening
How to teach listening How to teach listening
How to teach listening
 
Technology for Language Teaching
Technology for Language TeachingTechnology for Language Teaching
Technology for Language Teaching
 
Second language acquisition
Second language acquisitionSecond language acquisition
Second language acquisition
 
Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...Comparing and contrasting first and second language acquisition - Wissam Ali ...
Comparing and contrasting first and second language acquisition - Wissam Ali ...
 
Teaching listening and speaking
Teaching listening and speakingTeaching listening and speaking
Teaching listening and speaking
 
Assessing reading
Assessing readingAssessing reading
Assessing reading
 
Direct Method (DM) of Language Teaching
Direct Method (DM) of Language TeachingDirect Method (DM) of Language Teaching
Direct Method (DM) of Language Teaching
 
Teaching listening
Teaching listening Teaching listening
Teaching listening
 

Similar to Teaching Listening Comprehension

Teaching Listening presentation for students
Teaching Listening presentation for studentsTeaching Listening presentation for students
Teaching Listening presentation for students
lamintoko65
 
Teaching Listening 2
Teaching Listening 2Teaching Listening 2
Teaching Listening 2
Ika Hentihu
 
Developing Listening
Developing ListeningDeveloping Listening
Developing Listening
Andrea Di Cuonzo
 
DOMINIC GWAPO.pptx
DOMINIC GWAPO.pptxDOMINIC GWAPO.pptx
DOMINIC GWAPO.pptx
ShineFlaviere
 
Listening Skills
Listening SkillsListening Skills
Listening Skills
Zia ullah
 
Methods+Of+Language+Teaching
Methods+Of+Language+TeachingMethods+Of+Language+Teaching
Methods+Of+Language+Teaching
guest0c02e6
 
gA LESSON PLAN ON LISTENING SKILLS
gA LESSON PLAN ON LISTENING SKILLSgA LESSON PLAN ON LISTENING SKILLS
gA LESSON PLAN ON LISTENING SKILLS
Fatima Gul
 
A LESSON PLAN ON LISTENING SKILLS
A LESSON PLAN ON LISTENING SKILLSA LESSON PLAN ON LISTENING SKILLS
A LESSON PLAN ON LISTENING SKILLS
Fatima Gul
 
Listening strategies
Listening strategies Listening strategies
Listening strategies
tmaricruzgomez
 
Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01
Princess Tabotabo
 
Lessonplanning 130104100224-phpapp01ces
Lessonplanning 130104100224-phpapp01cesLessonplanning 130104100224-phpapp01ces
Lessonplanning 130104100224-phpapp01ces
Princess Tabotabo
 
Lessonplanning 130104100224-phpapp012
Lessonplanning 130104100224-phpapp012Lessonplanning 130104100224-phpapp012
Lessonplanning 130104100224-phpapp012
Syahari Sukandar
 
Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01
Princess Tabotabo
 
Lessonplanning
Lessonplanning Lessonplanning
Lessonplanning
Plenthos
 
Teach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activitiesTeach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activities
JoseGatillon
 
Teaching Listening and Speaking (3 of 16)
Teaching Listening and Speaking (3 of 16)Teaching Listening and Speaking (3 of 16)
Teaching Listening and Speaking (3 of 16)
Nheru Veraflor
 
Methods of-language-teaching
Methods of-language-teachingMethods of-language-teaching
Methods of-language-teaching
Yuanita Papamama
 
Spoken communication skills
Spoken communication skillsSpoken communication skills
Spoken communication skills
Dokka Srinivasu
 
122623701 teaching-listening
122623701 teaching-listening122623701 teaching-listening
122623701 teaching-listening
Didit Yudhis
 
Teaching listening
Teaching listeningTeaching listening
Teaching listening
AP_RORA
 

Similar to Teaching Listening Comprehension (20)

Teaching Listening presentation for students
Teaching Listening presentation for studentsTeaching Listening presentation for students
Teaching Listening presentation for students
 
Teaching Listening 2
Teaching Listening 2Teaching Listening 2
Teaching Listening 2
 
Developing Listening
Developing ListeningDeveloping Listening
Developing Listening
 
DOMINIC GWAPO.pptx
DOMINIC GWAPO.pptxDOMINIC GWAPO.pptx
DOMINIC GWAPO.pptx
 
Listening Skills
Listening SkillsListening Skills
Listening Skills
 
Methods+Of+Language+Teaching
Methods+Of+Language+TeachingMethods+Of+Language+Teaching
Methods+Of+Language+Teaching
 
gA LESSON PLAN ON LISTENING SKILLS
gA LESSON PLAN ON LISTENING SKILLSgA LESSON PLAN ON LISTENING SKILLS
gA LESSON PLAN ON LISTENING SKILLS
 
A LESSON PLAN ON LISTENING SKILLS
A LESSON PLAN ON LISTENING SKILLSA LESSON PLAN ON LISTENING SKILLS
A LESSON PLAN ON LISTENING SKILLS
 
Listening strategies
Listening strategies Listening strategies
Listening strategies
 
Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01
 
Lessonplanning 130104100224-phpapp01ces
Lessonplanning 130104100224-phpapp01cesLessonplanning 130104100224-phpapp01ces
Lessonplanning 130104100224-phpapp01ces
 
Lessonplanning 130104100224-phpapp012
Lessonplanning 130104100224-phpapp012Lessonplanning 130104100224-phpapp012
Lessonplanning 130104100224-phpapp012
 
Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01Lessonplanning 130104100224-phpapp01
Lessonplanning 130104100224-phpapp01
 
Lessonplanning
Lessonplanning Lessonplanning
Lessonplanning
 
Teach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activitiesTeach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activities
 
Teaching Listening and Speaking (3 of 16)
Teaching Listening and Speaking (3 of 16)Teaching Listening and Speaking (3 of 16)
Teaching Listening and Speaking (3 of 16)
 
Methods of-language-teaching
Methods of-language-teachingMethods of-language-teaching
Methods of-language-teaching
 
Spoken communication skills
Spoken communication skillsSpoken communication skills
Spoken communication skills
 
122623701 teaching-listening
122623701 teaching-listening122623701 teaching-listening
122623701 teaching-listening
 
Teaching listening
Teaching listeningTeaching listening
Teaching listening
 

Recently uploaded

Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
TechSoup
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
zuzanka
 
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptxBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
RidwanHassanYusuf
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
iammrhaywood
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
MJDuyan
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Henry Hollis
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
Nicholas Montgomery
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
ssuser13ffe4
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PECB
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeorgeMilliken2
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
Steve Thomason
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
HajraNaeem15
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
zuzanka
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
nitinpv4ai
 
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"
National Information Standards Organization (NISO)
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Himanshu Rai
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
giancarloi8888
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 

Recently uploaded (20)

Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
 
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptxBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
 
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 

Teaching Listening Comprehension

  • 1. Teaching Listening Comprehension Damascus University Higher Languages Institute Presentation by: Abd Al-Rahman Al-Midani Course Professor: Ms. Rana Shabaan December 23, 2013 Email: thedamascene@hotmail.com
  • 2. Outline  Listening Skill  Characteristics of Spoken Language  Why Teach Listening  Listening Activities  Criteria for Making Listening Activities  References
  • 3. Listening skill  Listening is an internal process that cannot be directly observed.  Psycholinguistics propose theories on what happens as somebody listens.  One theory suggests that as a person listens, he is constructing a parallel massage based on clues he receives from the interlocutor. Listening is an active process in which the listener plays a crucial role in constructing the message.
  • 4.  Stages of listening process according to Rivers and Temperley A. Determine if a sound or a stream of sounds is systematic and organized or random; B. Impose some structure on the stream of sounds through breaking it up into sentences and words; and C. Circulate and process the broken up stream of sounds and decide the important ones to be recorded and stored.
  • 5. • Factors that come into play as a person listens: 1. Knowledge of the phonology or sound system of the language in question; 2. 3.   Knowledge of the world shared with the interlocutor; and Familiarity with the subject of discussion. Good portion of the massage is conveyed through body language. Attitudes between the speakers help in the process of listening comprehension
  • 6. Characteristics of Spoken Language  Redundancy:  Repetition, restating, back-tracking characterize spoken language;  Redundancy can be considered an advantage or disadvantage for listeners.  Untidiness:  Spontaneous conversations contain sometimes ungrammatical structures, fragments, pauses etc…  These errors might be distracting for the learner of a foreign language if he was not exposed to them during the learning process. Environmental Interference:  They are the noise that may confuse the listener as he tries to listen to some message; the outcome is that he has to guess and fill in what he could not hear.
  • 7. Why Teach Listening  Listening comprehension is a skill that tends to be neglected because of many reasons:  Feeling among teachers that learners develop it automatically as he tries to speak it;  Easiness to hide incompetence in it;  Audiolingual courses teach other skills rather than teaching listening.  Reasons to teach listening:  It is tested in certain exams;  Source of enjoyable activities;  For those whom English is their second language, English is the medium of instruction without which academic achievement will suffer; and  Teaching listening results in the learners acquire this skill faster and more efficiently.
  • 8.  What language to use in Teaching listening?  The material used in teaching listening should cover the major dialects of English: American and British ones.  The materials should also cover a variety of registers ranging from highly formal speeches to informal conversations.
  • 9. Listening Activities  It is difficult to subdivide listening skills to sub-skills, so listening activities should require the listener to do global listening hoping that he will acquire competence through practice and exercises.  These exercises require the learner to do: A. Make and confirm predictions in a text; B. Extract specific information; C. Grasp the gist; D. Discover the speakers attitudes and opinions as expressed the text; E. deduce and infer the meaning of unknown language structures in the text; F. Recognize discourse markers; and G. Recognize and distinguish between the different sounds, stress patters and intonation contours.
  • 10.  Vowel and consonant discrimination  When learners have problem distinguishing between two sounds, minimal pairs serve to train them on the difference between the sounds;  Listening to sounds 1) Students are asked to close their eyes and listen to the sounds; some minutes after that, they are required to speak about what they listened to; 2) The teacher plays imagination sparking tapes, and he asks students to speak about what was happening.
  • 11.  Listening passage  It is the most activity used in teaching listening and it involves several steps: choosing the topic, giving background, setting guide question, playing or reading the text, answering the questions, relistening and answering further questions.  Completion Exercises  These activities are based on the assumption that good listeners can expect what the speaker is about t say. 1. Long completion: the teacher reads a texts and pauses and speakers have to fill in these clozes with word, phrase or clause. 2. Short completion: the texts which the teacher uses are shorter.
  • 12.  Spot the change  The teacher reads a text to the students. After that he reads it again with some changes. Students have to spot these changes.  Following instructions  This activity utilizes the Total Physical Response. Teachers issue oral instructions that the learner who have to demonstrate their comprehension through carrying out these instruction physically.  What is it?  It is a game-like activity in which the teacher describes something or somebody, and the students have to guess it.
  • 13.  Anecdotes and jokes  After being told an anecdote, students can do a variety of tasks like retelling it, or answering questions that check their comprehension.  Song  They can be treated as listening activities and questions maybe posed to ensure listening comprehension.  Filling in the clozes is also a useful exercise  Extensive Listening  They are purely listening for pleasure; the students are not haunted by the phantoms of listening comprehension questions.
  • 14. Criteria for making listening activities: • The exercises the students are asked to perform must be realistic & motivating • Not stripped of redundancy • Variety of activities • Suitability in terms of age, level, and interests • Introduced gradually in small doses • Variety of registers, voices, genres. • Clarity and loudness • Not highly detailed
  • 15. References • J. C. Richards and R. Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman, 2010. • C. T. Linse, Practical English Language Teaching: Young Learners. McGraw-Hill Higher Education, 2005. • A. S. Hasan, Methodology id teaching English to Young Learners.Damascus University Press. 2013.
  • 16. Thank You Very Much!

Editor's Notes

  1. Naturalist: Research should be conducted in the natural setting and the meanings derived from the research are specific to that settings and its conditions.Reese, "A family of philosophies chracterized by an extremely positive evaluation of science and scientific method. (p. 450)