Listening

Language Skills- Listening
Student ID: 9710002M Susan
9710004M Jeffrey
9710010M Joyce

Outline
Aural Comprehension Instruction:
Principles and Practices
•Tracing The History: Listening and
Language Learning
•Some Psychosocial Dimensions of
Language and The Listening Act
•Affect and Attitudes
•Developing Listening Comprehension
Activities and Materials
Skills and Strategies for Proficient
Listening
• Introduction: The Importance of Listening
in Language Learning
• Theories of Language Comprehension
• A Developmental View of Listening Skills
Conclusion

Aural Comprehension
Introduction
In retrospect, the four themes that
dominated the Second AILA
(International Association of Applied
linguistics).
Conference in 1969
seems to have been prophetic in
pointing the way toward trends in
second/ foreign language education.

The important of four new
views
• Individual new views on the
importance of learning
• Listening and reading as nonpassive
and very complex receptive
processes
• Listening comprehension’s being
recognized as a fundamental skill
• Real language used for real
communication as a viable
classroom model

• In 1970- Listening status
changed from neglect to one of
increasing importance.
• In 1980- Listening was
incorporated into new
instructional frameworks.
• In 1990- Aural comprehension in
S/FL acquisition became an
important area of study

The Importance of Listening
in Language Learning
• In reality, listening is used far
more than any other single
language skill in normal daily
life.

Four Models of
Listening and Language
Model # 1 Listening and
Repeating
Learner Goal - Pattern-match,
to listen, to imitate, and
to
memorize.

Instructional material-based
on a hearing and
pattern matching model
• Procedure-Firstly, ask student to
listen to a word, phrase, or sentence
pattern.
• Secondly, repeat it (imitate it).
Finally, memorize it.
• Value-Enables students to do
pattern
drills, to repeat dialogues and to use
memorization.

Model # 2 Listening and
Answering
Comprehension Questions
Learner Goal- To process discrete-point
information, to listen and
answer comprehension questions.

• Instructional material-
Features a student response
pattern based on a listening-question-
answering model with
occasional innovative variations
on this theme.

• Procedure-Firstly, listen to an
oral text along a continuum from
sentence length to lecture length.
Secondly, answer primarily factual
questions.
• Value- Enables students to
manipulate discrete pieces of
information, hopefully with
increasing speed and accuracy of
recall.

Model # 3 Task Listening
• Learner Goals-To listen and
do something with the
information, that is, carry out
real tasks using the information
received.

• Procedure- Ask student to
listen and process information.
Using orally transmitted
language input immediately,
through language in a context,
then the task is successfully
performed.

• Value- The purpose is to
engage
learners in using the
information content presented
in the spoken discourse, not
just in answering questions
about it. There are two types of
task as follows-

• Language use tasks - designed
to give students’ practice in
listening to get meaning from the
input with the express purpose of
making functional use of it
immediately.
• Language analysis task- Guiding
them toward personal intellectual
involvement in their own learning.

Model # 4 Interactive
Listening
• Learner goal - To develop
aural/oral skills in semiformal
interactive academic
communication.

Instructional material - Provides
a
variety of student presentation and
discussion activities, by both
individual and small-group reports.
Procedure - Ask students’ to
participate in discussion activities
that enable them to develop all
three
phrases of the speech act; speech
decoding, critical thinking, and
speech encoding.

• Value- Learners have
opportunities to engage in and
develop the complex array of
communicative skills in the
four competency areas
(linguistic competence,
discourse competence,
sociolinguistic competence,
and strategic competence).

Some Psychosocial
dimensions of
Language and the
Listening Act
The Dynamic Process of
Communicative Listening
Active, not Passive

Listening in Three Modes:
Bidirectional,
Unindirectional,
and Auto directional

• Bidirectional-The obvious
mode
is two-way or bidirectional
communicative listening. Two
participants take turns
exchanging speaker role and
listener role as they engage in
face to face or telephone
verbal interaction.

Unidirectional Listening
Mode-
The input comes from a variety
of sources such as; overheard
conversations, public address
announcements, recorded
messages, the media, and
public performances.

• Auto directional Listening Mode
-
Think as Self-dialogue
communication. Sometimes we
simply attend to our own
internal language which we
produce as we think through
alternatives, plan strategies, and
make decisions - all by talking to
ourselves and listening to ourselves.

Psychosocial Functions of
Listening: Transactional
Listening and
Interactional Listening

Translation language
Function-
Used for giving instructions,
explaining, describing, relation
checking on the correctness,
requesting, relating, checking
on the correctness of details
and verifying understanding.

 Interactional Language
Function- Is “social-type” talk.
Identifying with the other
person’s concerns, being nice
to the other person, and
maintain and respecting “face.”

Psychological
processes-
Bottom-Up and Top
Down

Bottom-up Processing
Goal- Discriminate between
intonation contours in
sentences. Discriminate
between phonemes.
Listen for morphological
endings. Recognize syllable
pattern, number of syllables and
word stress. Be aware of sentence
fillers in informal speech. Select
details from the text

Top-Down processing
Goal - Discriminate between
emotional reactions. Get
the gist or main idea of a
passage.
Recognize the topic

Affect and Attitudes
In developing activities and
materials for listening
instruction,
it is essential to consider the
affective domain, which includes
attitudes, emotions, and
feelings.

Linguistic Messages (the
words)
Meanings begin in people, but
sometimes meanings don’t come
across clearly, and we hear
speakers protest, “but that’s not
what I meant.”

Paralinguistic Messages (vocally
transmitted meaning)
The very way the voice is used in
speaking transmits meaning, and
the speaker’s attitude toward that
he/she is saying is transmitted by
vocal features.
Vocal elements basic stress, rhythm,
and intonation.

• Extralinguistic Messages (meaning
transmitted through body
language)
Speakers also convey meaning
through body language. Element
includes body movements, body
postures, body and hand gestures,
facial expressions, facial gestures, eye
contact, and use of space by the
communicators.

• Intellectual, Emotional, and
Moral Attitudes
An important part of
communication is the
expression and
comprehension
of attitudes.

• Intellectual - These include
expression and comprehension
of agreement/disagreement;
confirming/denying;
forgetting/remembering;
possibility/impossibility; and
more.

• Emotional Attitudes
-includes expressing
pleasure/displeasure;
interest/lack of interest;
surprise;
hope; fear; worry;
satisfaction/dissatisfaction;
wants/desire,
and more.

• Moral Attitudes
Moral attitudes are expressed
in the language of apologizing;
expressing;
approval/disapproval;
appreciation; and more.

Developing Listening
Comprehension
Activities and
Materials
Information Processing-listening
comprehension is an
act of information
processing.

• Linguistic Functions - The real
world spoken communication
can be viewed as serving two
linguistic functions: interactional
and transactional.
• Dimensions of Cognitive
Processing - In the final section,
there are some suggestions for
creating a self-access, self-study
listening center.

There are three principles
of
materials development.
It includes-
Relevance,
Transferability/Applicabilit
y,
and Task Orientation.

• Relevance-
Both the listening lesson
content (the information) and
the outcome (the nature of the
use the information) need to be
as relevant as possible to the
learner.

• Transferability/Applicability
Foster transfer of training, the
best listening lessons
presented in class activities
that mirror real life.

• Task Orientation
Language Use Tasks
The purpose is to give students
practice in listening for
information
and then immediately doing
something with it.
The outcome of communicative
such
as; Listening and performing
(command games and songs),
Listening and performing
operation (listening and
constructing a figure, drawing a
map).

Listening and solving problem (riddles,
logic puzzles, chronological problem).
Listening and transcribing (writing
notes,
taking telephone messages).
Listening summarizing information
(outlining giving the gist of a
message).
Interactive listening and negotiating
of
meaning through
questioning/answering
routines (questions for repetition of
information, questions for
elaboration).
Language analysis Task.

Listening and language use
tasks help students to build the
following two things-
 A Base of content
Experiences
To develop learner vocabulary,
build a repertoire of more
experiences acts, and increase
predictive power for future
communicative situations.

• A Base of Operational
Experiences
This will help learners to
acquire
a repertoire of familiar
information-handling operation
in the second language.

Language Analysis
Tasks
To give students opportunities to
analyze selected aspects
language structure and language
use.
There are varieties activities that can
include analysis of some features of
fast speech, analysis of phrasing and
pause points,

analysis both monologues and
dialogue exchanges, with
attention to discourse
organizational structures.
Describing and analyzing
sociolinguistic dimensions, and
communicative strategies used
by speakers to deal with
miss-communication.

Also, recordings of real-life
conversations, talks and
discussions can be used to
introduce listening analysis.

Communicative Outcomes
An Organizing Framework
• What is an outcome?
An outcome is a realistic task
that people can envision
themselves doing and
accomplishing.
There are six categories
outcomes.
Each of outcome can be
subdivided into more narrowly
focused specific outcomes, which
can be modified to suit a given
student group.

Outcome 1
Listening and Performing
Actions and Operation
• Includes responses to
-----directions, instructions and
description in a variety of
contexts.
Drawing a pictures, figure
Selecting a place or person form
description.
Operating a piece of equipment
A map task

Outcome 2
Listening and Transferring
Information
• Two kinds of information transfer:
• Spoken-to-written
Listening and taking a message
then transferring to another
person.
Listening and filling in blanks.
Listening and completing a form.
Listening and summarizing .

Outcome 2
Listening and Transferring
Information
• Spoken-to-write
Listening to the direction and
passing them.
Listening to part of story and
repeating it to others.

Outcome 3
Listening and Solving
Problems
• Many kinds of activities for either groups
or individuals can be developed (Games
and Puzzles)
 Word games.
 Number games and story arithmetic
problem.
 Asking question.
 Careful listening to completion of the
game.
 Listening to story and formulate solution.
 A jigsaw mystery.
 Comparison tasks.
 Short descriptions.

Outcome 4
Listening, Evaluating, and
Manipulating Information
• Listener evaluates and/or manipulates the
information.
 Writing information received to answering
question or solving problems.
 Evaluating information.
 Evaluating arguments.
 Evaluating cause and effect information.
 Making predictions.
 Summarizing information.
 Evaluating and combining or condensing
information.
 Organizing unordered information.

Outcome 5
Interactive Listening-and-
Speaking: Negotiating Meaning
through Question/Answering
Routines
• Focus on both the product of
transmitting information and process
of negotiating meaning.
Repetition
Elaboration
Paraphrase
Extension
Verification
Challenge
Clarification

Outcome 6
Listening for Enjoyment,
Pleasure, and Sociability
• Focus on “teacher-talk” and “students-talk”
Using tasks.
General interesting chat improvised by
the teachers.
On personal topics (hobby, personal
opinion)
 Afford student “practice” opportunities
in both listening and speaking.

Self-Access/Self-Study
Listening and Language
Learning
• Purpose:
 Provide an inviting listening center within a
conventional language laboratory or a
broader language resource center.
 Self-study facility needs to offer a wide
choice of appealing audio and video materials
on a variety of topics and at a range of
proficiency level.
 Listening materials also include carefully
designed worksheet that present listening
task for self-study.
 Auditory materials have a special relevance
and applicability potential that commercial
material lack.

Setting Up a Self-
Access/Self-Study
Listening Resource Center
• It can be stared with a modest listening
library of audio and video recorded material
and the teacher-time needed to put
materials into self-study packets or
modules.
• Self-access/Self-study materials can be
used in a more conventional language
laboratory setting.
• Whatever the setting, the most important
point is that the individual learner has
complete personal control over the
materials.

The Procedure for Using
Self-access/Self-study
materials
1. Students check out a listening packet
or modules.
2. Students play the tape on their own
schedule of starting, stopping and
replying.
3. Students check their own themselves
for verification of comprehension.
4. Students consult the teacher or
monitor when necessary.

Guidelines for Developing Self-
Access/Self-Study Listening
Materials
Focus on listening as an active process
with instant or delayed manipulation of
information received.
Focus on purposeful listening.
Focus on a variety of practice material.
Focus on internal communicative
interaction.
Focus on providing learners with
verification of comprehension.
Focus on encouraging guessing.

Guidelines for Developing Self-
Access/Self-Study Listening
Materials
Focus on selective listening.
Focus on self-involvement.
Focus on providing learners with less
threatening listening.
Focus on integrating auditory and
visual language.
Focus on gradually increasing
expectations for level of
comprehension.
Focus on the fun of listening.

Conclusion
Listening, the language skill used
most in life, needs to be a central
focus.

Introduction: The
Importance of Listening in
Language Learning
• How to facilitate listening at students’
proficiency levels?
 Beginning level---
students can ’t read well and they have
most direct connection to meaning in the
new language by listening.
 Intermediate level---
understanding grammatical system of
foreign language, listening can be used to
stimulate awareness of detail and promote
accuracy.

Introduction: The
Importance of Listening in
Language Learning
Advance level---
both good at read and write,
language become a viable source
of input, listening should still
occupy a central place of their
language use.

Theories of Language
Comprehension
• Listening is the primary channel
for language input and acquisition
Listening before speaking.
Two approaches:
Total Physical Response (TPR)
(Asher 1969)
Natural Approach (Krashen and
Terrell 1983)

Listening Comprehension Is
a Multilevel, Interactive
Process of Meaning Creation
• Two process:
Top-down– higher level process
Bottom-down—lower level
process
• Phase of comprehension:
Perceptual Processing (Anderson
1985)
Parsing Phase
Utilization Stage

Listening Comprehension Is
a Multilevel, Interactive
Process of Meaning Creation
• Top-down and Bottom-up processes can
be used in different proficiency levels.
• Meaning structures in the mind:
 Frames (Minsky 1975)
 Scripts (Schank 1975)
 Schemata (Rumelhart 1980)
Content schemata
Formal schemata
Both of them can aid the reader and
listener in comprehension text.

Models of the
Comprehension Process
• Two process of comprehension:
Information receiving
Constructs meaning
• Nagle and Sander (1986) point:
Comprehension is not exactly the
same things as learning, successful
comprehension makes material
available for learning.

Principals for Listening
Comprehension in the
Classroom
• Increase the amount of listening time in
the second language class.
• Use listening before other activities.
• Include both global and selective
listening.
• Activate top-level skills.
• Work towards automaticity in
processing.
• Develop conscious listening strategies.

Skills and Strategies
• Skill are the sub-processes of the
competent listeners.
• If skills are practiced enough, they
become automatic and are activated
much more quickly.
• Listeners become aware of the need
for repair and seek an appropriate
strategy.
• Major difference between skills and
strategies is that strategies are
under the learner’s conscious
control.

Types of Strategies
• Three strategies:
Meta-cognitive
Cognitive
Socio-affective
• O’Malley, Chamot and Kupper
(1989):
Effective learners select
strategies appropriate to the
processing phase.

A Developmental View
of Listening Skills
Profile of the beginning-level
Student in listening
• The new phonemic system is an
unbroken code: Sounds which
native speakers consider similar
may be perceived and classified
as different; sounds which
native speakers consider
different may be perceived and
classified as the same.

• The novice stage is very short
duration. Almost immediately upon
hearing the new language, learners
begin to sift and sort the acoustic
information by forming categories
and building a representation of the
L2 system.
• The novice stage is important for the
development of positive attitudes
toward listening. Learners should be
encouraged to tolerate ambiguity, to
venture informed guesses, to use
their real-world knowledge and
analytical skills, and to enjoy their
success in comprehension.

• True beginners are found in
beginning classes for
immigrants to English-speaking
countries and in EFL classes
abroad. Many teachers in the
second setting are not native
speakers themselves, and some
may lack the confidence to
provide students with the kind
of global listening experiences
they need.

• Thus, teachers should attempt
to provide this important input.
There are five suggestions are
meant to encourage such
teachers.
1. Global listening selections
should be short ― one to three
minutes in duration.
2. The teacher does not have to
speak as if he or she were
addressing colleagues at a
professional meeting.

3. It is best to add new material
(vocabulary and structures)
gradually. Experience with
recombinations of familiar material
builds learners’ confidence and
lessens the amount of totally new
texts the teacher must prepare.
4. Global listening exercises such as
short teacher monologues can be
given to large classes. Students
should be kept active with a task to
perform while listening, so the
teacher can be sure that he or she is
using class time wisely.

5. Selective listening exercises,
which focus on structures or
sounds in contrast, are
relatively easy to prepare.

A. Techniques for Global Listening
• One important use of global listening
is the presentation of new material.
• Text for global listening should be
short, and preceded by a prelistening
activity.
• The prelistening stage should
develop learners’ curiosity about
how all the phrases and words they
have heard will fit together in a
context.

B. Selective Listening Techniques
• The other half of the listening
plan is to bring some of the new
contrasts and patterns into
conscious awareness through
selective listening exercises.

Bottom-Up Processing
Goals and Exercise
Types, Beginning-Level
Listeners
• Discriminate between intonation
contours in sentences
• Discriminate between phonemes
• Listen for morphological endings
• Recognize syllable patterns,
numbers of syllables, and word
stress
• Be aware of sentence fillers in
informal speech
• Select details from the text

Top-Down Processing
Goals and Exercise
Listeners
• Discriminate between emotional
reactions
• Get the gist or main idea of a
passage
• Recognize the topic

Interactive Processing
Goals and Exercise
Listeners
• Use speech features to decide if a
statement is formal or informal
• Recognize a familiar word and relate
it to a category
• Compare information in memory with
incoming information
• Compare information that your hear
with your own experience

Profile of the
Intermediate-Level
Learner
• Intermediate-level learners continue
to use listening as an important
source of language input to increase
their vocabulary and structural
understanding.
• Intermediate-level learners have
moved beyond the limits of words
and short phrases; their memory can
retain longer phrases and sentences.

Techniques for Global Listening:
At the intermediate level, it is no
longer necessary to provide learners
with simplified codes and modified
speech. There are several definitions
of authenticity in materials.
• Porter and Roberts (1987) state that
authentic texts are those “instances
of spoken language which were not
initiated for the purpose of
teaching… not intended for non-native
learners” (p.176).

• Rogers and Medley (1988) use
the term authentic to refer to all
language samples which
“reflect a naturalness of form,
and an appropriateness of
cultural and situational context
that would be found in the
language as used by native
speakers” (p.468).

Techniques for Selective Listening
At the intermediate level, students
need a well-organized program of selective
listening to focus their attention on the
systematic features of the language code.
Furthermore, the intermediate level is
an appropriate time to teach explicitly
some strategies of interactive listening:
how to use one’s knowledge of formal
grammar to check the general meaning of
a speaker’s statement and how to use
one’s background knowledge to predict
and direct the process of comprehension.

Goals and Exercise
Types, Intermediate-
Level Listeners
• Differentiate between content and
function words by stress pattern
• Find the stressed syllable
• Recognize words with reduced
vowels or dropped syllables
• Recognize words as they are linked
in the speech stream
• Recognize pertinent details in the
speech stream

Top-Down Processing
Goals and Exercise
Level Listeners
• Discriminate between registers
of speech and tones of voice
• Listen to identify the speaker or
the topic
• Find main ideas and supporting
details
• Make inferences

Goals and Exercise
Level Listeners
• Use word stress to understand the
speaker’s intent
• Recognize missing grammar makers
in colloquial speech and reconstruct
the message
• Use context and knowledge of the
world to build listening expectations;
listen to confirm expectations

Profile of the
Advanced Learner
• Between High-Intermediate and Advanced
Levels.
• Truly proficient bilinguals are able to use
their second language skills fully to
acquire knowledge: They have cognitive
and Academic language proficiency
(CALP).
• Curriculum and program planners have
established courses in English for Specific
Purpose (ESP), English for Academic
Purposes (EAP), and adjunct courses in
which mainstream content classes offer
language support.

Goals and Exercise
Types, Advanced-Level
Listeners
• Use features of sentence stress and
intonation to identify important
information for note taking
• Recognize contractions, reduced
forms, and other characteristics of
spoken English that differ from the
written form
• Become aware of common
performance slips that must be
reinterpreted or ignored

• Become aware of organizational
cues in lecture text
• Become aware of lexical and
suprasegmental markers for
definitions
• Identify specific points of
information

Top-Down Processing
Goals and Exercise
Listeners
• Use knowledge of the topic to
predict the content of the text
• Use the introduction to the lecture to
predict its focus and direction
• Use the lecture transcript to predict
the content of the next section
• Find the main idea of a lecture
segment
• Recognize point of view

Goals and Exercise
Listeners
• Use knowledge of phrases and
discourse markers to predict
the content in the next segment
of the lecture
• Make inferences about the text

Directions for Future
Research
• Prioritization of the importance of
elements in bottom-up and top-down
processing that affect listening at
each proficiency level
• Given the importance of automaticity
in perceiving and parsing, it would
also be helpful to know about the
effects of more intensive classroom
practice on bottom-up processing.

Conclusion
ESL/EFL teachers have
several responsibilities with
respect to the listening skill.
• They must understand the
pivotal role that listening plays
in the language learning
process in order to utilize
listening in ways that facilitate
learning.

• They must understand the complex
interactive nature of the listening
process and the different kinds of
listening that learners must do in
order to provide their students with
an appropriate variety and range of
listening experiences.
• Teachers must understand how
listening skills typically develop in
second language learners ― and
must be able to assess the stage of
listening at which their students
are ― so that each student can
engage in the most beneficial types
of listening activities given his or
her level of proficiency.

Listening

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