Listening in Language Teaching

1. Listening in Language Teaching TEFL course on Chapter 16 By: Iwan Fauzi, M.A.

2. Forewords • For many years listening skill did not receive priority in language teaching. • This phenomenon took some applied linguists into their consideration to promote the active interest in the role of listening comprehension in SLA. • This is done by the development of powerful theories and by the inclusion of developed listening courses in many ESL programs. By: Iwan Fauzi, M.A.

3. The nature of listening process • Two views of listening have dominated language pedagogy since the early 1980. By: Iwan Fauzi, M.A.

4. Defined terms By: Iwan Fauzi, M.A.

5. The application into Lang. Teaching By: Iwan Fauzi, M.A.

6. An interactive model of listening comprehension By: Iwan Fauzi, M.A.

7. ... the model By: Iwan Fauzi, M.A.

8. What makes listening difficult? • Clustering Due to memory limitations, we break down speech into smaller groups of words. This is what so-called “clustering” or commonly as “chunk”. E.g.: the thing is, there’s no such thing etc. • So the thing isI should make a decision • I just had the idea of … there’s no such thingmaybe we go for swimming. By: Iwan Fauzi, M.A.

9. Redundancy Spoken language has a good deal of redundancy such as rephrasings, repetitions, elaborations, and little insertions of “I mean” and “You know”. This redundancy may offer the hearer more time and extra information to comprehend the message. Andy: How was your weekend? Amos: Aw, it was terrible, I mean the worst you could imagine. You know what I mean? Andy: Well, like what happened? Amos: Well, you’re not gonna beleive this, but my girlfriend and I—you know Rachel? I think you met her at my party—anyway, she and I drove to Pint Reyes. By: Iwan Fauzi, M.A.

10. Reduced forms Reduced forms of language can be phonological (Djeetyet? for Did you eat yet?), morphological (contraction like I’ll), syntactic (elliptical forms like when will you be back? Tomorrow, maybe) or pragmatic (Mom! Phone!) • Performance variables When the utterance looks like gibberish, listeners have to train themselves to listen for meaning. It also commonly contains ungrammatical forms. (see the example of speech on page 253) By: IwanFauzi, M.A.

11. Colloquial language Idioms and slang are forms of colloquial language. Insufficient knowledge of such forms also impede the learner’s comprehension in listening. • Rate of delivery Almost all native speakers speak too fast. The rate of language delivered also plays an important role to comprehension. Few pauses delivered, more difficult to grasp the meaning since we cannot stop the speaker. By: Iwan Fauzi, M.A.

12. Stress, rhythm, and intonation English speech can be a terror for some learners since syllables come spilling out between stress points. For instance; The PREsident is INTerested in eLIMinating the emBARgo Then, intonation patterns are also very significant way not just for interpreting elements such as questions, statements, and emphasis; but also for understanding messages like sarcasm, endearment, insult, solicitation, praise, etc. By: Iwan Fauzi, M.A.

13. Interaction Insufficient interaction of conversation will make poor comprehension for the listener. Unless to master some specialized skills such as monitoring radio broadcasts or attending lectures. By interaction, conversation is subject to all interactions such as negotiation, clarification, turn-taking, and etc. By: Iwan Fauzi, M.A.

14. Classroom listening performance By: Iwan Fauzi, M.A.

15. ... types of performance By: Iwan Fauzi, M.A.

16. How to design listening techiques By: Iwan Fauzi, M.A.

17. ...how to design By: Iwan Fauzi, M.A.

18. ...how to design By: Iwan Fauzi, M.A.

19. Final words • As a teacher of EFL, you should importantly take into consideration the following issues in teaching listening: • The model of teaching • Designed techniques of material • The appropriatness of technique used By: Iwan Fauzi, M.A.

20. Thank you By: Iwan Fauzi, M.A.