Scribd
Upload
55 views

Teaching Listening

Listening is an active process where the listener receives sounds and attaches meaning to spoken words to understand the intended message. It is estimated that humans spend 45% of their waking hours listening. Teaching listening involves three main elements: pre-listening to set goals and build background; during listening with note-taking and problem-solving; and post-listening reflection. Effective listening instruction scaffolds the listening process and strategies to help students comprehend what they hear.

Uploaded by

Ty G.
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
55 views

Teaching Listening

Listening is an active process where the listener receives sounds and attaches meaning to spoken words to understand the intended message. It is estimated that humans spend 45% of their waking hours listening. Teaching listening involves three main elements: pre-listening to set goals and build background; during listening with note-taking and problem-solving; and post-listening reflection. Effective listening instruction scaffolds the listening process and strategies to help students comprehend what they hear.

Uploaded by

Ty G.
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 31

Teaching

Listening
Presented by:
Kathleen Y. Paras
The definition of Listening
Listening is an active and interactional
process in which a listener receive
speech sounds and tries to attach
meaning to the spoken words.
The listener attempts to understand the
intended message of the oral text so
that he/she can respond effectively to
oral communication.
There are four language skills:
reading, writing, speaking and
listening.

It has been argued that listening is the ‘most


fundamental’ (Oxford, 1993, p. 205).
According to one estimate, humans typically ‘spend 70
to 80 percent of our waking hours in some form of
communication. Of that time, we spend about 9 percent
writing, 16 percent reading, 30 percent speaking, and 45
percent listening.’ (Lee and Hatesohi, 1993)
Listening has historically received the least
attention by teachers and researchers.
As Lund (1991) pointed out,
listening is unique because ‘it
exists in time, rather than
space – it is ephemeral in
nature’ (p. 201).
The elements
of Listening
Most introductions to the comprehension of speech
stress three elements:

Access to Memory
Vocabulary
Parsing Processes
Access to words
At on e lev el , i n o r d e r t o
comprehen d a se n t en c e y o u
have to wo rk o u t w h a t t h e
words mea n . T h e m in d h a s
to relate th e w o rd s t h a t a re
heard to th e in fo rm a t io n
that is stored a b o u t th e m in
the mind
Access to words
At on e lev el , i n o r d e r t o
comprehen d a se n t en c e y o u
have to wo rk o u t w h a t t h e
words mea n . T h e m in d h a s
to relate th e w o rd s t h a t a re
heard to th e in fo rm a t io n
that is stored a b o u t th e m in
the mind
Access to words
For exam p le , a n at iv e
speaker ca n a n sw e r th e
questio n,‘ I s th e w o rd
“blint” En g li s h ? ’a lm o st
instantaneo u sly , s o m e h ow
workin g th r o u g h m a ny
thousands o f w o rd s in a few
moments.
Parsing
It refers to how th e m in d w o rk s
out the grammat ic a l st ru c t u r e an d
meaning o f th e s e n t e n c es it
hears, that is to s a y , t h e te rm is
only loosely co n n e c t e d to i ts
m eanin g in tra d it io n a l g ra m m ar.
For example:
"The man ate breakfast"
For example:
"The man ate breakfast"
"ate breakfast" -
"man ate" -
Phrase Structure Diagram

Ideas of parsing in psychology and computational models rely on


the phrase structure idea.
Bottom-up parsing

involves building up the sentence in our


minds bit by bit, putting the sounds into
words, the words into phrases, the phrases
into a whole sentence, that is to say,
working from the bottom to the top of the
tree.
Bottom-up parsing
Top-down parsing

breaking down the whole sentence


into smaller and smaller bits, that is,
going from the top of the tree to the
bottom
Top-down parsing
Memory processes
and cognition
All comprehe ns i o n d e p e n d s o n
the storing a nd p ro c e s sin g of
information by th e m in d . C al l
(1985), for instan c e , f o u nd th at
sheer memory fo r d i g its w a s
less im porta n t t o
comprehens io n th an m e m o r y
for sentences.
Memory processes
and cognition
For exam p le , c o m p re he n si o n
activities using m ap s an d d ia gr a m s
r n e r s’ p r o b le m -
may improve the lea
solving abilit ie s w ith m a p s a n d
diagra m s, b u t m a y b e le s s
successful at i m p ro v in g th o s e
aspects of th e le a r n e r s’ m e n ta l
oc e sse s th a t d e p e n d o n la n g u a ge .
pr
Memory processes
and cognition
O’M alley et a l. (1 9 89 )
found that effe c ti ve l is t e n e rs
helped themselv e s b y d ra w ing
on their kn o w le d ge o f t h e
world, or o n t h e ir p e r so n al
experie nc e s, o r b y a s k in g
question s o f t h e m se lv e s .
Teaching Listening
Steps in Teaching Listening:

• Pre-Listening 2. During 3. Post Listening


Listening
Pre-Listening
• Set a goal. According to
Funk and Funk (1989), it’s
important to have a goal or
purpose for every listening
activity.
Pre-Listening
2. Build Background. Next, help
students connect what they
already know with what they
will hear in the audio story by
asking questions about their
personal experiences with the
topic.
Pre-Listening
3. Prepare the Environment. If
playing the story out loud to the
whole class, limit distraction by
making the environment at
home or in school as quiet as
possible.
Pre-Listening
4. Introduce Listening Strategies.
Next, introduce tools and
strategies for successful
listening.
During Listening
5. Scaffold Note-Taking.
Students can use a listening
organizer to help them focus on
important ideas and details while
listening to the story, which can
help to deepen their
understanding.
During Listening
6. Explain Problem-Solving
Strategies. If students do not
understand a word or idea, they can
use clues from the story to make a
guess. If they are listening
independently, they can stop the
audio and think or listen again as
needed.
Post-Listening
7. Reflect on the Audio Story.
Finally, engage students in
synthesizing what they learned
from listening to the story with a
focus on key understanding goals.
T ha n k Yo u
References:
Cook, V. (2008). Second language learning and teaching (Fourth). Hodder Education.
Opitz (2022). 7 Guidelines for Teaching Listening. Listenwise Blog. Retrieved from
https://blog.listenwise.com/2017/02/7-guidelines-teaching-listening/
Mannion, J. & Mercer, N. (2020). Teaching listening: The gateway to understanding. Retrieved
from https://my.chartered.college/impact_article/teaching-listening-the-gateway-to-
understanding/

You might also like