video tutorials with authentic materials
motivation is key
Teacher needs to find strategies
Plenty of resources
The teacher has to be ein constant profesionalization
UNIT 3 LISTENING To listen successfully, we need to know what the speaker is saying in contex

UNIT 3 LISTENING To listen successfully, we need to know what the speaker is saying in context.

The Listening Process

Sounds go to a sensory store, organized in meaningful units.

Processing of the information by the short term memory.

Construction of a meaning and, transfer information to the long term memory for later use.

Listener does not have the language skill yet

Little knowledge about the language

SCHEMMA THEORY IN CLASSROOM Rumelhart (1980: 34) Knowledge is a representation of something, and this representation facilitates its use. What we understand of something is a function of our past experiences and our background.

Bottom-up Fom the page to the brain.

Bottom-up Fom the page to the brain.

Top Down The brain tries to find existing knowledge to help assimil

Top Down The brain tries to find existing knowledge to help assimilate new information.

DIFFICULTIES IN LISTENING TO ENGLISH IN EFL CLASSROOM

DIFFICULTIES IN LISTENING TO ENGLISH IN EFL CLASSROOM

BIXON (1986)

Weak relationship between English sounds and the meaning.

Changes in the sound in rapid connected speech with various tones.

The rhythm pattern of English speech.

Different ways of pronouncing the “same” sound.

UR (1984

The problem of sounds which include pronunciation, rhythm, intonation and stress.

Lacking the ability to skim what is heard, which includes the inability to keep up with redundancy, noise, and the inability to guess

Lacking exposure and practice with different kinds of accents and colloquial vocabulary in specific texts, and practice with different kinds of accents and colloquial vocabulary.

Inability to link words to the context, and unskillful in using strategies to summarize heard information at the macro-level and micro-level.

What EFL teachers can do to assist learners develop their listening skills according to Rost (1991)

Focusing on meaning and trying to learn new and important content.

Comprehension activities.

Attention to accuracy and an analysis of form.

Listening involves

Listening involves

Individual linguistic units (phonemes, words, grammatical structure, backgrownd knowledge

Linguistic and cognitive skills

Strategies and expectations from the listener context

Richards et al.

The mastery of listening ability is crucial for our EFL learners, and they should play an active role in activities and focused tasks

The role of listening in building up language competence should be focused on techniques and strategies to promote language learning and comprehension.

SELF-ACCES OUTSIDE THE CLASSROOM

SELF-ACCES OUTSIDE THE CLASSROOM

Understand learners' needs.

Visualize the objectives an means of stages.

Set meaningful, focused and graded listening tasks.

Apply effective procedures and techniques.

Encourage participation in classroom.

Conclusion The process of

Conclusion The process of learning a second language requires being in contact with that language. The learner has to be aware of this in order to achieve it. Understanding the listening process helps us find strategies to implement in the classroom and overcome difficulties in listening to English by students. Listening is one of the most important aspects to consider in this learning process; Regardless of the context, listening activities should not be neglected. Meaningful teaching is possible by motivating and implementing a series of strategies focused on developing this skill in the student. As we can see in this mind map, much of the responsibility falls on the teacher, but fortunately different resources are available these days, and of course, professionalization should not be neglected as well.