Section III: Selective listening will help enable students to identify a purpose for listening. By providing focused information-based tasks, the activities in Section III help direct the students’ attention on key words, discourse sequence cues, or ‘information structures’ (exchanges in which factual information is given). By learning to attend to words, cues, and facts selectively, students at all levels come to handle short naturalistic text (such as announcements) as well as longer and more complex texts (such as authentic video programmes). Because the task support in these activities can b adjusted, Section III is useful for students at all proficiency levels.
Section IV: Interactive listening is designed to help learners assume active roles in shaping and controlling an interaction, even when they are in the ‘listener’s role’. Because it is important for learners to take an active role as listeners, each activity in this section has a built-in need for information or classification questions by the listener. In order to work toward the goal of active participation by the listener, the students themselves - rather than the teacher or an audio or video tape - become the focus of the activity. To this end, in Section IV, listening skills are developed in the context of interaction - mainly through information gap pair work, jigsaw groups, and student presentations and reports [9,p.10].
1. ‘Exposure’ listening
The material for this will consist mainly of:
(a) Stories, anecdotes, jokes, talks, commentaries (i. e. with one speaker only)
Most learners need practice in listening to material with a single speaker only, so that they do not have the added difficulty of trying to identify the speakers when they cannot see them. The material may be recorded or improvised by the teacher.
(b) Conversations, discussions, plays (i. e. with more than one speaker)
The students will need to be given some background e. g. about the speakers. For plays they may actually need to follow the written text.
(c) Songs (both traditional and pop)
These provide a good form of listening because the students are generally very much concerned to make out the words [12,p.28].
(d) Videosandfilms
Clearly there is great advantage in using wherever possible recorded material where the students can see what is happening (even if it is only two people talking) as well as listen [1,p.16].
2. Task listening
The number of possible activities here is virtually limitless, although it is intended that the list below cover key areas.
(a) Ear-training
In distinguishing between key sounds, stress and intonation patterns. Most learners need, enjoy and will benefit from activities, which will help to improve their receptive ability in these areas, especially if they are presented in a game-like way.
(b) Game-likeactivities
‘Simon says” and variations on the game of ‘Bingo’ are effective ways of getting learners to respond to instructions, listen out for specific items and so on. Many language games depend for their success on students listening [1,p.17].
(c) Instructions
Activities such as picture dictation, where the students have to draw a picture which the teacher (or another student) talks about without showing them; completing a map or picture; following a route on the map in order to arrive at a particular place; arranging objects (e. g. pictures on an outline scene), involve careful listening without requiring a verbal response (unless the listeners ask for clarification).
(d) Completion-type activities
For these the students have an incomplete version of a story, a description or a song (words, phrases or sentences omitted) which they have to complete either while they listen or afterwards.
(e) Identifyingmistakes or contradictions
For example an object (thing, person or place - either real or in pictorial form) is described and the students have to listen and note down any mistakes. Similarly a text (a story or description) containing internal contradictions can be used for the same purpose.
(f) Finding differences
The students hear, for example, two versions of a story or two accounts of an event and have to identify the points of difference.
(g) Problem-solving
For example, the students are shown pictures of 3-4 people, places, events and listen to one of these being described. Their task is to decide which item is being talked about. Students may also be asked to categorise on a worksheet items mentioned in a conversation or discussion.
(h) Extracting information
This is one of the commonest types of listening tasks. For this the students will probably need a chart of some kind, which they have to fill in according to specific instructions. For example, if they are listening to a broadcast they may be asked to note down the main topics or, on an easier level, decide in what order they occur in the talk.
For tasks, which involve extracting information, it is often desirable to define the role of the listener so that he has a clear purpose for carrying out the task [1,p.17].
listening material comprehension english
The activities in this section are specially designed to lead on to activities involving other skills.
(e) Jigsaw listening
As its name implies, the basic mechanism underlying this activity is that the information needed to complete a task (such as attending a meeting) has been shared out between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information available. The groups then combine to pool their information.
(f) Ambiguous conversations
The students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The students themselves have to decide who the speakers are, where they are, what they are talking about, and, possibly, what will happen next. This type of listening then, leads on naturally to discussion (and, if desired, writing).
(g) Decision-making
The students are given some information e. g. about a town (places of interest, facilities etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and note making. Decision-making activities can also involve, for example, making choices between places, events, activities, for which the background information is made available in recorded form.
(h) Pre-reading activity
The students hear, for example, a conversation about the Loch Ness Monster, as a stimulus to listen to an article or book on the subject. Similarly they can be asked to listen to short reports on books before deciding which one they want to read.
(i) Pre-writing activity
This can be in the form of a communication game. One student describes a picture, which the others in the group are not allowed to see. The students who are listening make notes (and can also ask questions if they want more information). They then use these notes to write a description of the picture [1,p.18]
Most interactive listening situations are in the form of discussions and games. Two important points need to be kept in mind.
First, these activities form the basis of oral work, where the emphasis is on getting the learners to use language for self-expression. It should not be forgotten, however, that listening is an important aspect of these activities. The learners have to listen in order to participate.
Secondly, although these activities are normally done in groups, in order to give the students themselves as many opportunities as possible to use language, we should also look for suitable opportunities to interact with the class as a whole, through conversation, discussion and games. This must be regarded as a significant component of the listening comprehension programme.
(a) Discussion-type activities
These provide good listening practice because they get students to listen to one another, especially if the discussion is geared toward making a decision of some kind. For such activities the student have to listen to one another in order to participate.
(b) Predictive listening
For this activity a text is read aloud sentence-by-sentence. The students are asked to interpret the sentence and to predict what they think will follow. As the text builds up, they can revise their interpretations. Although this is a contrived activity, it encourages very careful listening both to the text itself and to the various interpretations suggested.
(c) Communication games
Many communication games provide excellent practice. For example, Describe and draw where the listeners, whose task is to draw the picture being described, interact with the speaker in order to elicit more information.complete it is based on the jigsaw principle. In this case, however, the information is divided up visually among the participants, who have to talk and ask questions in order to build up the complete story. Games, which involve the evaluation of a player’s performance, such as, Use it, also provide purposeful listening practice [8,p.28].
(d) Interviews
The students can be asked to design questionnaires or surveys, which they use to interview one another or people outside the classroom. Interviewing of this kind involves careful listening and recording of answers [1,p. 19].
The usage of the authentic listening material is one of the problems in the teaching listening comprehension. The important point, as always, is to meet the needs of the learners. On the short-term basis the learners need to listen to material, which allows them to feel comfortable, perhaps because it is mainly recycling known language. In addition to this, particularly taking their long-term needs into account, the learners have to be exposed to listening material, which is beyond their productive level. Whether this is ‘authentic’ in the early stages is not entirely relevant provided the material gets them used to not understanding every word; encourages them to guess - and, over and above this, stimulates them to talk (or read or write, if these are following-up activities). But, of course, whenever possible, some authentic material should be used, and on an increasing scale as the course progresses. However, it must be kept in mind that the use of authentic material for listening is very different from reading, where, because the learners can work individually and at their own pace, authentic material carries fewer risks. In the typical listening situation, care has to be taken to see that learners are not discouraged by excessive difficulties. In general, authentic materials are best used where the learners themselves are likely to appreciate them and accept them in spite of difficulties [1,p. 20].
An effective way of developing the listening skill is through the provision of carefully selected practice material. Such material is in many ways similar to that used for testing listening comprehension. Although the auditory skills are closely linked to the oral skills in normal speech situations, it may sometimes be useful to separate the two skills for teaching and testing, since it is possible to develop listening ability much beyond the range of speaking and writing ability if the practice material is not dependent on spoken responses and written exercises.
An awareness of the way in which the spoken language differs from the written language is of crucial importance in the testing of the listening skills. For example, the spoken language is much more complex than the written language in certain ways, as a result of the large element of ‘redundancy’ that it contains [4, p.64]. Such features of redundancy make it possible for mutilated messages to be understood. Furthermore, the human brain has a limited capacity for the reception of information and it would often be impossible to absorb information at the speed at which it is conveyed through ordinary speech. Such conversational features as repetition, hesitation and grammatical re-patterning are all examples of this type of redundancy.
What is the significance of these features for testing purposes? Firstly, the ability to distinguish between phonemes, however important, does not in itself imply an ability to understand verbal messages. Moreover, occasional confusion over selected pairs of phonemes does not matter too greatly because in real-life situations listeners are able to use contextual clues to interpret what they hear.
Secondly, impromptu speech is usually easier to understand than carefully prepared (written) material when the latter is read aloud. Written tests generally omit many of the features of redundancy and impart information at a much higher rate than normal speech does. Consequently, it is essential to make provision for restating important points, rewriting and rephrasing them when writing material for aural tests [4,p.64-65].
We have outlined the main reasons for teaching listening comprehension in a foreign language. It is now widely accepted that oral communication plays a vital role in second language teaching for it provides an exposure to language which is a fundamental requirement for the learner. Progress in listening guarantees a basis for development of other language skills. Spoken language provides a means of interaction where participation is a significant component of the listening programme.
We have provided a methodological organization of the listening comprehension process and we have discussed the principles of developing receptive skills of the learner. All subtypes of listening provide a natural progression from activities that entail minimal verbal interaction to those that involve a maximum of interaction. The goal of any activity is to provide the optimal challenge for the students. Since learners’ listening abilities vary, teachers should note how the activities could be adapted to the learners’ capabilities.
In showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse.
We have discussed the use of authentic listening material and stressed the need for authentic-like texts at different levels. The teachers and students may encounter some difficulties not only in the reliability of the listening material, but also in the quality of English language media (TV and radio broadcasts, audio and videotapes, records) with the help of which listening material is presented. The important point is to satisfy the learners’ requirements and to involve their abilities to understand and reproduce the given material.
We have stressed the importance of careful selection of practice material for testing listening skills of the learners. It is necessary to construct different types of practical exercises for students to experience language. Listening comprehension tests present an effective method for developing listening abilities.
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