listening

1. DEVELOPING
LANGUAGE SKILLS

2. MACRO SKILLS
1. LISTENING
2. READING
3. WRITING
4. SPEAKING

3. 1. LISTENING

4. 5 Reasons for listening
(Katheleen Galvin , 1989)
1. To engage in social rituals
2. To exchange information
3. To exert control
4. To share feelings
5. To enjoy yourself

5. Types of Listening
Wolvin and Coakley (1992)
1. Informative listening
2. Discriminative Listening
3. Comprehensive Listening
4. Therapeutic Listening
5. Critical Listening and
6. Appreciative Listening.

6. 1. INFORMATIVE LISTENING
 Where your aim is to concentrate on
the message being given:
directions, instructions

7. 2. DISCRIMINATIVE LISTENING
 Where the listener is able to identify
and distinguish inferences or
emotions

8. 3. COMPREHENSIVE LISTENING
 Comprehensive listening where the
focus is on 'understanding the
message'.

9. 4. EMPHATIC LISTENING
 Where the listener tends to listen
rather than talk.

10. 4.THERAPEUTIC LISTENING
 is one kind of listening where the
listener's role is to be a sympathetic
listener without much verbal
response

11. 6. CRITICAL LISTENING
 Where the listener may be trying to
weigh up whether the speaker is
credible.

12. 7. APPRECIATIVE LISTENING
 Where the listener gains
pleasure/satisfaction from listening.

13. Phases of Listening
 Pre- listening:
Before listening, students need
assistance to activate what they already
know about the ideas they are going to
hear. Simply being told the topic is not
enough. Pre- listening activities are
required to establish what is already
known about the topic, to build necessary
background, and to set purpose(s) for
listening.

14. Phases of Listening
 While – Listening:
Skimming/ scanning
Global comprehension" refers to
understanding the very general idea(s) or
gist of the listening text after the first or
second listen. While the students might
pick up some details after the first listen,
our aim should be to help them focus on
the general meaning first, so that they
can establish a preliminary framework
that will enable them to get more details
in the subsequent listens.

15. Phases of Listening
 Post – Listening: A post-listening
activity represents a follow up to
the listening activity and aims to
utilize the knowledge gained from
listening for the development of
other skills such as speaking or
writing

16. Micro Skills of Listening
 1. Predicting what they are going to hear.
 2. Listening for gist, ie the general idea, eg by listening for
key words (like skimming in reading).
 3. Listening for specific information (like scanning in
reading).
 4. Copying with language which is too fast for them (ex. by
listening key words, not panicking and getting stuck
when they don't understand, using contextual clues).
 5. Copying with unfamiliar words and expressions (ex. by
guessing from the context, using visual and/or aural
clues).
 6. Using the context (using visual and/or aural clues) to
increase understanding.
 7. Detailed listening.

17. Three most frequents sub-skills
 • Listening for gist. This is when we listen to something to get a
general idea of what it’s about, of what’s being said. We don’t want or
need to understand every word. Example: listening to a summary of
the day’s news on the radio.
 • Listening for specific information. This is when we listen to
something because we want to discover a particular piece of
information. We know in advance what we’re hoping to find out. We
can ignore other information which doesn’t interest us. Example:
listening to a weather report to find out about the weather in your
part of the country.
 • Listening in detail. This is when we listen we listen very closely,
paying attention to all the words and trying to understand as much
information as possible. Example: a member of a jury listening to a
statement from a witness.

18. Task