https://www.pearsonerpi.com/en/elt/listening-and-speaking/
https://www.cambridgeenglish.org/learning-english/activities-for-learners/?skill=listening
https://oupeltglobalblog.com/2012/09/17/a-listening-procedure-step-by-step/
UNIT 3 LISTENING To listen successfully, we need to know what the speaker is saying in context.
Type in the name of the book you have read.
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.
SELF-ACCES OUTSIDE THE CLASSROOM
Type the main events of the book, classifying them in: events from the beginning, events from the middle, and events from the end of the book.
Describe the story visually. Add a representative picture for each of them.
Encourage participation in classroom.
Apply effective procedures and techniques.
Set meaningful, focused and graded listening tasks.
Visualize the objectives an means of stages.
Understand learners' needs.
Richards et al.
The role of listening in building up language competence should be focused on techniques and strategies to promote language learning and comprehension.
The mastery of listening ability is crucial for our EFL learners, and they should play an active role in activities and focused tasks
In contrast to the main idea, the theme is the message, lesson or moral of the book.
Some tips to find out the theme of the book easier:
- Try to find it while you are reading. It may be stated or implied.
- Think about how the characters reacted to obstacles.
- Think about the important decisions that the characters made.
- Think about the characters growing or changing throughout the book.
Listening involves
Strategies and expectations from the listener context
Linguistic and cognitive skills
Individual linguistic units (phonemes, words, grammatical structure, backgrownd knowledge
What EFL teachers can do to assist learners develop their listening skills according to Rost (1991)
Attention to accuracy and an analysis of form.
Comprehension activities.
Focusing on meaning and trying to learn new and important content.
The main idea is what the book is mostly about.
Some tips to find out the main idea of a book easier:
- Read the title.
- Look for the text features.
- Figure out if you are reading a fiction or a non fiction book.
- Think about some examples that support this idea.
DIFFICULTIES IN LISTENING TO ENGLISH IN EFL CLASSROOM
Type the names of the book characters. Start with the main character.
Draw arrows to represent the relationship between them and if it is possible write on them what they represent for each other (if they are relatives, friends, lovers, enemies etc.)
UR (1984
Inability to link words to the context, and unskillful in using strategies to summarize heard information at the macro-level and micro-level.
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.
Lacking the ability to skim what is heard, which includes the inability to keep up with redundancy, noise, and the inability to guess
The problem of sounds which include pronunciation, rhythm, intonation and stress.
BIXON (1986)
Different ways of pronouncing the “same” sound.
The rhythm pattern of English speech.
Changes in the sound in rapid connected speech with various tones.
Weak relationship between English sounds and the meaning.
What are the characteristics that best describe the character? Type them here.
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.
Top Down The brain tries to find existing knowledge to help assimilate new information.
Bottom-up Fom the page to the brain.
The Listening Process
What is the reason why the author wrote the book?
Little knowledge about the language
Listener does not have the language skill yet
Construction of a meaning and, transfer information to the long term memory for later use.
Processing of the information by the short term memory.
Sounds go to a sensory store, organized in meaningful units.
