teaching listening

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teaching listening contents introduction………………………………………………………………...3 chapter 1. communicative language teaching………………4 1.1.what do teachers know about listening?…………………………………….4 1.2.how can teachers teach listening?.................................................................12 chapter 2. communicative language teaching……………..18 2.1.using texts and designing tasks……………………………………………..18 2.2.teaching listening with technology…………………………………………22 conclusion ………………………………………………………………….28 references ………………………………………………………………….29 introduction listening is a crucial part of daily communication in any language. it accounts for half of verbal activity and plays a vital role in educational, professional, social, and personal situations. it is also an extraordinarily complex activity that requires many different types of knowledge and processes that interact with each other. when asked which is more difficult in a foreign language, speaking or listening, many people would choose listening. many teachers consider teaching listening challenging because it is not clear what specific skills are involved, what activities could lead to their improvement, and what constitutes comprehension. students are also frustrated because there are no rules that one can memorize to become …

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ons for classroom instruction. reflective breaks scattered throughout invite you to pause, close the book, and consider these ideas in your own context as well as examine your approach to teaching listening. the use of authentic materials for teaching listening comprehension is a topic that devides authors into two main groups. one group claim that authentic materials are unnecessarily difficult, especially for low-level learners, and that these materials need to be simplified for the classroom use. the secondgroup of authors argue that if the target of english laguage learning is to understand the language as it spoken in the real life, authentic materials provide the best model for students, and by designing appropriate tasks and chunking the input into manageable segments, these materials become comprehensible even for beginners. chapter 1. communicative language teaching. 1.1.what do teachers know about listening? if your definition of listening refers to such concepts as interpretation, …

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shes it from other noises, recognizes words of the language, groups them together, and either forwards the input to the short-term memory or deletes it depending on the quality, urgency, and source of the sound. the short-term memory keeps the input for a brief period to analyze it against the listener’s existing body of knowledge. after the message has been understood by associating it with or differentiatingit from the other information, it can be retained in the long-term memory forever. the brain, memory, and speech recognition processes are included in the cognitive dimension of listening (vandergrift & goh, 2009). equally important is the social dimension of listening, which accounts for its communicative nature. in face-to-face interaction, listeners are expected to show understanding by nodding, saying utterances such as really and uh-huh, making comments, and taking turns participating in the conversation. even in a less reciprocal situation, such as a lecture, …

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t even if they failed to hear it in its entirety. matters become more complicated when people listen to a foreign language, especially if they do not know it very well. sounds blend together into a continuous stream; listeners get so caught up listening for individual words that they lose the thread of the conversation. add to this situation the difficulty of different accents, colloquialisms, and fast-paced native speech, and listenersmay quickly become confused. the short-lived nature of listening (as opposed to writing, where the words stay on paper) also increases the challenge: it is impossible to preview or review the message. for a long time, listening instruction emphasized the importance of practice in achieving comprehension. students were presented with text after text in the hope that extended exposure would improve listening comprehension with little or no analysis of how this comprehension was achieved. this method is called the product …

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processing, and understanding of a spoken message essential to successful comprehension is the listener’s background knowledge and its influence on perception and memory. it is usually described in terms of the schema theory, which is based on the idea that all the knowledge that people carry in their minds is organized into interrelated patterns, or schemata (the plural of schema). a schema is a mental image of a particular situation or event, made up from previous encounters with similar events. there are two types of schema: content, which refers to general knowledge and life experience, as well as relevant knowledge of the subject matter, and formal, which reflects the listener’s awareness of text types and genres. cultural schema, which is also sometimes mentioned, describes familiarity with sociocultural norms of a given community. in the process of listening, people invoke different types of schemata to render the meaning of the message. …

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teaching listening contents introduction………………………………………………………………...3 chapter 1. communicative language teaching………………4 1.1.what do teachers know about listening?…………………………………….4 1.2.how can teachers teach listening?.................................................................12 chapter 2. communicative language teaching……………..18 2.1.using texts and designing tasks……………………………………………..18 2.2.teaching listening with technology…………………………………………22 conclusion ………………………………………………………………….28 references ………………………………………………………………….29 introduction listening is a crucial part of daily communication in any language. it accounts for half of verbal activity and plays a vital role in educational, professional, social, and personal situations. it is also an extraordinarily complex activity that requires man...

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