The document outlines principles for developing effective listening materials, including: (1) focusing on listening as part of an integrated skills course; (2) using various sources of authentic recordings; and (3) providing different types of listening activities tailored to learner proficiency levels. It also discusses the importance of including listeners' responses, utilizing authentic language and contexts, and incorporating both bottom-up and top-down listening processing. The conclusion restates that listening materials should follow frameworks that focus on learning objectives, include different processing approaches and activity types, use authentic materials, and aim to improve comprehension.
2. DEVELOPING LISTENING
MATERIALS SHOULD FOLLOW
SEVERAL PRINCIPLEs SUCH AS: 1. Include a focus on listening in a
integrated-skill course.
2. Provide different sources of
authentic recording.
3. Provide different types of listening
activities depend on learner
proficiency levels .
4. Listening materials should include
listeners’ responses
5. Utilize authentic language and
contexts.
6. Include both bottom-up and top-
down listening processing.
3. Include a focus on listening in an integrated-skill
course.
“Teachers sometimes incorrectly assume that the
input provided in the classroom will always be
converted into intake”
5. Provide different types of listening activities depending on
learner proficiency levels
Brown & Lee
(2015)
Intensive
Listening
Selective
Listening
Interactive
Listening
Extensive
Listening
Responsive
Listening
Autonomous
Listening
6. Listening materials should include listeners’ responses
“The form of listeners’ responses is a
classroom listening activity used to elicit
immediate response.”
Asking
Questions
Checking
Comprehension
7. Utilize authentic language and contexts.
“Morrow (1977) stated that authentic materials as
stretches of real language that are produced by
real speaker/writers to convey a real message to
real audiences.”
Activities should try to use authentic language
and real-world context as much as possible to
make the learning more meaningful, motivating,
and useful for students.
Using
Dictation
8. Include both bottom-up and top-down listening processing
Top-down Processing
Begins with the schemata or background knowledge that the listener brings to the text
Examples:
• Students listen to some utterance and describe the emotional reaction they hear:
happy, sad. etc.
• Students listen to a sentence describing a picture and select the correct picture.
• Students listen to a conversation and choose a picture showing the correct location of
the dialogue.
9. Include both bottom-up and top-down listening processing
Bottom-up Processing is a proceeds from
sounds to words to grammatical relationships to
lexical meanings, to a final message.
Examples:
• Students listen to a pair of words and circle if
the words are same or different
• Students match word they hear with its
picture
• Students listen to a short dialogue and fill in
the blanks of a transcript
1
2
10. Bottom Up
• Combine larger units of meaning
• Proceeds from phoneme to
discourse, from sound to word and
from word to lexical
• Focus on sounds, words,
intonation, grammatical and other
component of spoken language
• Used to recognize the detail of the
message
Top Down
• Processing and influence
the larger units to small
units
• Happens when the learner
bring their background
knowledge
• Used to understand the
general idea of the
message
11. CONCLUSION
DEVELOPING LISTENING MATERIALS SHOULD FOLLOW SEVERAL
FRAMEWORKs SUCH AS:
1. Listening materials should focus on achieving learning objective/goals
2. Listening materials should incorporating bottom up and top down processing
3. Listening materials should provide different type of listening activities depend on
learner proficiency levels
4. Listening materials should use authentic recordings/materials
5. Listening materials should improve learners’ listening comprehension
6. Listening materials should provide different sources of authentic recording
