WAJ3102 English Language Proficiency

TOPIC 6

Listenin* "n' S&e"+in* S+i,,s

6.1 SYNOPSIS This topic intends to help course participants to hone their listening skills for academic purposes and for social interactions. It requires the CPs to carry out the activities of listening and speaking in the class. 6.2 LEARNING OUTCOMES Listen for a variety of purposes and in different contexts Respond to a variety of stimuli Express opinions and give personal responses.

6.3 TOPIC FRAMEWORK

Speaking and Listening Skills Listen critically and respond Listening for Acade ic Purposes

L!S for co unicati"e Purposes E#press opinion $ %i"e personal &esponses

6.4 Listen f ! " #"!iet$ f P%!& ses "n' (iffe!ent C nte)ts .!." #hy do $e need to hone our listening skills % ". Listening is essential in our daily lives

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&. It is a receptive skill 'ut $e listen t$ice as much as $e speak (. #e listen four times more than $e read) !. *nd $e listen five times more as much as $e $rite. +Rivers) ",-". 6.- P! .,e/s in Listenin* "n' S&e"+in* /any students are fearful of listening) and can 'e disheartened $hen they listen to something they understand very little. It is also harder to concentrate on listening if you have little interest in the topic or situation.
Learning to speak a language is very largely a task of learning to hear it.

+ 0ida) &112. The fear of making mistakes and 'eing laughed at creates a vicious circle of reluctant listeners 'ecoming reluctant speakers resulting in lo$ self esteem $hich $ill create reluctant listeners and speakers. T"s+ 0 3tep "4 5orm groups and discuss the pro'lems you face in Listening 6 speaking. 3tep &4 Present findings in the form of a round7ro'in $here every mem'er of the . group must speak 6.6 Iss%es in Te"12in* Listenin* "n' O!", C //%ni1"ti n Conduct a class discussion on the difficulties in Listening and 3peaking as ". 8reater range of variation in the $ay different speakers produce the 9same: sound) accent) dialect.

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&. /ay 'e distorted 'y various types of noise (. Listener has little or no control over the speed of input of spoken material !. External factors may also impede listening . ;. The place of Pronunciation . The question of limited voca'ulary 2. *ccuracy and 5luency -. *ffective 5actors such as shyness) fear)6 lack of confidence ,. The Interaction Effect "1. The Role of Listening 6.3 A&&! "12es t P! / te Listenin* Total Physical Response +TPR. $orked 'y <ames *sher +",22. $hich gives emphasis to comprehension $here students $ere given ample amount of language to listen 'efore they $ere encouraged to respond orally. Encourage intensive listening using audio materials and video clips 7 to overcome poor listening a'ility and lack of voca'ulary. Introduce extensive listening of various sources. e.g advertisements) songs) live commentaries of sporting events) radio7dee=ays) and the ne$s. Create opportunities for hands on activities eg. 3kits. role play and advertisements >ou may try pictureless listening to 4 7 language eg. Listen to an authentic dialogue
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7 music 6 songs)7sound7effect + ?armer)< . *pply top7do$n and 'ottom @up approaches to listening + Chitravelu) ",,;. 6.4 P!in1i&,es f ! (esi*nin* Listenin* "n' S&e"+in* Te12ni5%es +Aro$n) ",,!. Techniques should cover the spectrum of learner needs from language 'ased focus on accuracy to message7'ased focus on interaction) meaning and fluency. 8etting listeners to understand $hat they hear is most essential . *ctivity to do 4 Listen to a variety of radio programs.

Techniques should 'e intrinsically motivating Techniques should utiliBe authentic language and contexts Provide appropriate feed'ack and correction CapitaliBe on the natural link 'et$een speaking and listening 8ive students opportunities to initiate oral communication Encourage the development of listening and speaking strategies

6.6 Listenin* St!"te*ies ". Looking for key $ords

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&. looking for nonver'al cues to meaning (. predicting a speaker:s purpose 'y the context of the spoken discourse !. associating information $ith one:s existing cognitive 4.1 T$&es f C,"ss! Reactive Intensive Responsive 3elective Extensive Interactive -.7 TYPES OF SPOKEN LANGUAGE 8N%n"n9 1661 /onologue +planned and unplanned. storytelling ne$s 'roadcast readings +short stories) poems) etc.. Cialogue +Interpersonal and Transactional. -.1 S&e"+in* St!"te*ies *sking for clarification *sking someone to repeat something Dsing fillers and conversation maintenance cues / Listenin* Pe!f !/"n1e

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8etting someone:s attention Dsing picture cues to start a conversation e.g picture 'elo$

6.7 Assess/ent *ctivity7Aased Eral Intervie$s Recorded =ournals

Tasks Read the follo$ing for more information. ". ELT /ethodoology @ Priciples and Pracftice Chapter ( &. Principles of Language Learning and Teaching @?. Couglas Aro$n (. The Principles of English Language Teaching) 7 ?. Couglas Aro$n7 Chapter "-

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