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Nisan 2016
Kapak Tasarım
Ahmet ÇELİK
Sayfa Tasarım
Ümmü KURT
Baskı
Sözkesen Matbaacılık Tic. Ltd. Şti. – ANKARA
Tel: (312) 395 21 10 – 395 59 07
Faks: (312) 395 61 07
ISBN
978 – 605 – 9029 – 52 – 0
GENEL DAĞITIM
PELİKAN TIP ve TEKNİK KİTAPÇILIK TİC. LTD. ŞTİ.
CONTENTS
iii
FOREWORD
Teaching Language Skills Course is one of the core courses offered in English Language
Teaching (ELT) programs. As we all know, nothing is the same as it was a decade ago,
thus, we need to update our theoretical and practical knowledge in the teaching of these
skills. Therefore, in this book, we aim to highlight the current trends in teaching language
skills from some distinguished faculties’ view points. In each chapter, we review the skills
within the framework of their historical development and pedagogical implications followed
by a sample plan.
In Chapter 1, Dr. Enisa Mede and Dr. Yesim Kesli Dollar draw attention to teaching reading
skill and they help students have an insight into the history of reading, providing them with
the skills and strategies needed to be able to integrate reading in language classrooms.
At the end of the chapter, they introduce some sample lesson plans for reading in order to
help students understand the steps of reading instruction in foreign language education.
In Chapter 2, Dr. Ekrem Solak and Gamze Erdem focus on teaching listening skill which
is called as a Cinderalla Skill overlooked by its elder sister speaking. They maintain that
listening is not a passive skill but an active process of constructing meaning from a stream
of sounds. At the end of the chapter, current issues in the teaching of listening skill are
highlighted to indicate the future direction of this skill. In addition, a sample lesson plan is
added to link the theory and practice in the teaching of this interactive skill.
In Chapter 3, Dr. Yaşar Kürüm places an emphasis on teaching speaking skill and he
states that speaking is more than to form grammatically correct sentences; it rather covers
broad areas of mechanics, functions, pragmatics and social interaction. He also highlights
that in contemporary methodologies, the emphasis in speaking is fluency rather than
accuracy. Awareness raising activities, controlled activities and autonomous activities
are elaborated by the author. In addition, some speaking strategies are introduced to
encourage the unmotivated students to produce speaking in language classroom.
In Chapter 4, Dr. Betül Bal Gezegin addresses teaching writing as a skill for future second
language (L2) writing teachers. She asserts that teachers who teach English as a second/
foreign language need to understand the components of writing, what it means as a skill,
and what it requires to teach it in language classrooms. She provides readers with historical
and theoretical background to teaching writing in English. Then she touches upon main
approaches to teaching writing (product, process and genre based approaches) with their
key ideas and foundational practices. She ends the chapter with a genre-based sample
lesson plan as a suggestion and practical instructional model for teaching writing.
In Chapter 6, Dr. Mehmet Altay and Dr. Kenan Dikilitaş discuss the teaching vocabulary
skill for student teachers. They stress that vocabulary teaching has always been among
the most popular issues of linguistic pedagogy though the needs, strategies, and purposes
of language learners may have shown variation in time. In this chapter, our readers are
introduced to some prominent incidents which shape the conception of vocabulary learning
and teaching. A couple of questions related to the quantitative and qualitative features of
vocabulary competence are discussed. The final part of the chapter includes a sample
lesson plan for vocabulary teaching using the data and certain instruments mentioned
within the chapter.
In Chapter 7, Dr. Deren Başak Yeşilel and Dr. Müfit Şenel center upon teaching grammar
and point out that grammar has always been taken an important part of EFL classes for
years. Grammar has been accepted as the backbone of a language and if it has not been
taught directly, learners cannot produce grammatically correct statements and they will
not be accurate learners of the language. However, in our present day, they stress that
the importance of communicative skills on language learning has been understood; direct
grammar teaching lost its necessity. Therefore, they suggest in the chapter that grammar
teaching should be done integratively. Additionally, two sample lesson plans have been
added to enlighten the readers about grammar teaching in EFL classes.
In Chapter 8, Sedat Mulayim, Oktay Eser and Miranda Lai elaborate on teaching translation
and interpreting skills for pre-service teachers. In this chapter, they aim to help students
have an insight into the history of translation and interpreting, and provide them with the
skills and knowledge needed to be able to translate and interpret functionally. At the end
of the chapter, they offer some sample lesson plans for translation and interpreting in order
to help students to understand translation competence effectively.
All in all, I would like to take the opportunity to offer my sincere thanks to each contributing
author who reflected their experience and knowledge in this work and they devoted
their time, effort and patience without any constraint. I hope, this book will serve to train
distinguished English Teachers.
Ekrem Solak
vi
CHAPTER 2
Teaching Listening Skills
Ekrem Solak, Amasya University
Gamze Erdem, Amasya University
Content____________________________________________________
1. Learning Objectives
2. Introduction
3. Historical Perspective
4. What is Listening Skill?
5. What Makes a Good Listening Text?
6. Authentic Versus Non-authentic Listening Materials
7. Listening Sources Macro and Micro Listening Skills
8. Approaches to Listening: Bottom-Up and Top-Down
9. Stages in Teaching Listening Skills
10. Current Trends in Teaching Listening Skill
11. Sample Lesson Plans
12. References
13. Biography for Authors
___________________________________________________________
1. LEARNING OBJECTIVES
2. INTRODUCTION
Nunan (1997) calls the listening skill as the ‘Cinderella Skill’ which is overlooked by
its elder sister speaking in language learning. Listening received little attention in
language teaching and learning, because teaching methods emphasized productive
skills and listening was characterized as passive activity (Richards&Renandya,
2010). However, researchers have revealed that listening is not a passive skill but
Teaching Listening Skills
Some various definitions of listening are presented below to highlight its different
aspects.
Listening and hearing are considered different process. While hearing is considered
as physical, passive and natural process, listening is physical & mental, active and
learnt process and is defined as a skill.
Although listeners can understand messages presented at a rate of 380 words per
minute, an average person speaks at a rate of about 150 words per minute. The
following table shows the percentage of the use of language skills with formal years
of training in daily life.
Table 1
Percentage of Communication
According to Table 1, Listening skill is the most used skill at a rate of 45% and it
Chapter 2
does not require any formal years of training. Next, people spend 30% of daily life
communication by speaking and one to two years is necessary for formal training
of speaking. While reading corresponds to 16% of our daily life language activities,
finally writing occupies only 9% and 12 years formal education is required for its
practice (Celce-Murcia, 2001).
In the second half of the 20th century, Audio Lingual Method emphasized the
importance of listening skill and gave priority to oral proficiency. There were
abundant use of language laboratories, tapes and cassettes to achieve native-
like pronunciation. During 70s, alternative methods were proposed by various
researchers, listening skill was given prominence as the common characteristics of
these methods. According to Krashen’s Input Hypothesis (1985), learners could learn
best by exposure to comprehensible input which was slightly beyond their current
level competence. Krashen (1985) pointed out that second language learning was
similar to first language acquisition, thus listening was the first step on the way to
language proficiency. Similarly, in his Total Physical Response, Asher (1977) stated
that oral language was primary to written language and listening comprehension
should precede speech production. He also emphasized that learners were
supposed to listen and obey the orders given by the instructor through actions. In
Communicative Language Teaching, language teaching was based on a view of
language as communication and listening was the most prevailing part of daily life
communication. In communicative context, four language skills were taught in an
integrated way, supporting one after another. Listening was primarily used as a
prompter or a first step before productive skills. In content-based instruction, listening
and speaking were practiced in an integrated way such as viewing and discussion
of a film and performing an interview. As from task-based language teaching, tasks
provide both the oral and written input and output processing for language acquisition.
In the light of this shift, now listening plays an important role in language classroom.
The current developments in both visual and audio technology enrich the varieties
of listening materials and help to draw particularly young learners’ attention and
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motivate them better to reach the learning objectives.
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Chapter 2
text’s quality but, in common, we can divide the quality of a text into two categories:
“content” and “delivery”.
As from “content”, the listening text should, firstly, be interesting for audiences. It is
important to know your target students’ profiles because what interests one group
of learners may seem dull for another group. In a listening class, pre-task activities
actually serve the aim of arousing interest in students before the main activity. Apart
from this, cultural accessibility is a crucial factor too. Learning about a new culture
is beneficial for improving inter-cultural competence (Wilson, 2008) but if the aim is
to understand a listening text, then any possible culturally based meanings in the
text should be understandable for the target group. Density of the listening text also
influences the listening text quality. If the text includes repetition of key terms, words
and phrases, it will be less demanding for listeners. In addition, the more complex
grammatical structures the text includes, the more demanding it will be for listeners.
In addition to content, how you present the material is equally important. In terms
of“delivery”, important factors include length, quality of the material, accent and the
method of delivery. The listening text should be delivered in a non-distractive manner
that is suitable for the target group of learners (Wilson, 2008).
In the selection of the right listening material for language classrooms, the distinction
between authentic and pedagogic materials should be highlighted. They both have
advantages and disadvantages depending on your target group and the aim of the
activity. Authentic materials can be texts which are prepared by native speakers
and are not originally intended as language learning materials (Bacon, 1992; Joiner,
1991; Joiner et al., 1989; Scarcella& Oxford, 1992). Authentic materials can often
include more unfamiliar use of language, and mostly, it can be difficult for learners
to cope with. If the teacher wants to use authentic material, he/she should write a
lesson plan based on the material and find appropriate supporting materials. Richards
(2006) also states three advantages of integrating authentic materials in a classroom
environment: (i) the culture of the target language is introduced, (ii) the use of real
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language is shown, and (iii) a more creative way of teaching is achieved. In sum, it
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can be expressed that the choice of authentic or pedagogic material is mostly related
Chapter 2
to the aim, target group and the context in the teaching process.
6. LISTENING SOURCES
Various listening sources can be used in a language classroom. These are teacher
talk, student talk, guest speakers, textbook recordings, TV, video, DVD, radio, songs
and the internet (Wilson,2008). Teacher talk is valuable input for learners of a foreign
language. The teacher can regulate the pace of speaking according to the students’
level and interest, repeat important parts and change the input as desired. Teacher
talk can also be evaluated in terms of its quality. It should be clear, coherent and
interesting for listeners. Teacher talk should be interactive in a way that students can
ask questions and get an answer, which facilitates and supports student talk. Another
way of exposing students to an authentic conversation is inviting guest speakers to
the classroom, which provides learners a chance to interact in a more authentic way.
Brown (2007) offers a simplified list of micro-skills and macro-skills for conversational
listening, The macro-skills isolate those skills that relate to the discourse level of
organization, while those that remain at sentence level continue to be called micro-
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skills.
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are as follows.
information.
4. From events, ideas, etc., describe, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect
such relations such as main idea, supporting idea, new information, given
information, generalization, and exemplification.
6. Use facial, kinetic, body language, and other nonverbal cues to decipher
meanings.
7. Develop and use a battery of listening strategies, such as detecting key
words, guessing the meaning of words from context, appealing for help, and
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signaling comprehension or lack thereof” (p. 308).
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8. LISTENING SUB-SKILLS
Chapter 2
There are various types of listening sub-skills to help listeners make sense of the
listening text. Most commonly used listening sub-skills in language classrooms are:
Listening in detail: listening to every detail, and try to understand as much as possible
The bottom-up and top-down concepts originated from computer science before
being adopted by the field of linguistics. In computer science, bottom-up means
“data-driven” and top-down means “knowledge-driven” (Field,1999). The cognitive
process of listening and reading in the target language indicates bottom-up and
top-down processes in SLA (Clement, 2007). If listeners use linguistic knowledge
clues such as phonemes, syllables, words, phrases and sentences to understand,
it means that they use a bottom-up strategy. However, if they use context and prior
knowledge such as topic, genre, culture and other schema knowledge stored in long-
term memory to decide the meaning, they use a top-down strategy. During a listening
process, a combination of the two processes is used to make the text sensible for
the listener. Thus, it is generally accepted that top-down and bottom-up processes
are utilized together during the listening process (Vandergrift, 2007). Nevertheless,
the aim of listening determines the priority. To illustrate the point, think about the two
situations given below:
You are chatting with your friend, and she tells you a story about an exam that
she failed. You listen to your friend to say something that will console her.
One evening, a friend of yours calls and invites you to her birthday party. You
carefully take note of the address, time and day of the activity.
In the first situation, we just listen to understand the main idea and give the expected
social response. However, in the second situation, we need to listen carefully and
understand the actual words in order not to have a problem later. While we use top-
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down processes in the first example, bottom-up processing is used in the second.
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Wilson (2003) states that learners use top-down processing to make up for their
insufficient knowledge when they listen to a text where they have no prior knowledge
about the topic. For example, by showing some relevant pictures or giving some key
words before the listening activity, teachers can stimulate top-down process. Thus,
learners can use their prior knowledge to compensate the unknown vocabulary. Other
Teaching Listening Skills
Paying attention to linguistic features and decoding each sound and word for
semantic meaning requires the use of bottom-up listening process (Siegel, 2011).
Clement (2007) explains in detail how a learner makes sense of a newly encountered
word by giving the example of the word “founder”. She states that the learners call
to mind words that sound similar like “found, fan” at the time they hear the first letter
of the word. As the next sounds are activated, some of the words that do not match
are sifted out. As the word found and founder will be activated till the –er sound is
realized, it will take some time to isolate the word “founder”. Field (1999) asserts that
this process takes no more than 25 seconds. As an example of bottom-up strategy, a
dictogloss, which helps learners to notice the divisions between words, can be given.
The teacher reads a few sentences and asks students to write down how many
words there should be in the written form. The task may sound simple, but weak
forms can be problematic for some learners: therefore, the teacher should speak in
a natural way. Some example sentences are “She doesn’t like it”, “I’d better leave
soon”, “Let’s go to cinema” etc.
While-listening activities are the main activities of the listening tasks. Learners
listen to the input and make decisions about the strategy to use according to the
requirements of the task. Finally, in post-listening activities, learners discuss and
evaluate their strategy choices and their effectiveness. Feedback is provided by self-
36
evaluation and also group discussions (Guan, 2015).
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Pre-listening
Chapter 2
Pre-listening activities help to hear and give some clues about the activity expectations
mostly by activating schemata.
Imagine that you enter the classroom a little bit late and you see that the teacher has
already started lecturing. Most probably, it will be difficult for you to grasp the topic
Pre-listening activities activate the schemata and help students to predict what they
will hear. Activating schemata means activating students’ prior knowledge. Activities
to activate learners’ schemata might include brainstorming, visuals, realia, text and
words, situations and opinions, ideas and facts. Brainstorming activities aim to
produce ideas based on a topic or a problem. Brainstorming can be realized via a
poster display in which students prepare a poster based on a given topic, brainwalking
in which they walk around the classroom and enlarge the ideas collaboratively,
boardwriting, in which they work in groups and they brainstorm about the same topic
or a different one, and from one to many in which students work individually, take
notes and then share the ideas with the group (Wilson, 2008).
Besides brainstorming activities, visuals are also effective for pre-listening activities.
There is an axiom saying “a picture is worth a thousand words. For example, a
picture can be shown to students and they can predict the ongoing. Alternatively, a
sequence of pictures can be given to students and they can tell a story related to the
picture sequence.
Using realia is also helpful in activating schemata. For example a photo, a map, a
brochure or any other object related to the listening text make students activate their
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prior knowledge and help them better understand the listening (Wilson, 2008).
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OO A pre-listening task should not be too long. It should be precise and clear.
OO The activity should not give too much information about the listening text. It
should just introduce the topic.
OO The teacher should not talk too much: he or she should let the students talk and
share their ideas.
Teaching Listening Skills
OO A pre-listening activity topic should not be too general and unrelated to the
listening text (Wilson, 2008).
While-Listening
While-listening activities are directly related to the listening text and students
perform the task either during the listening process or immediately after the listening.
Therefore, the teacher needs to match the activities to the instructional goal, the
listening purpose, and the students’ proficiency level. Underwood (1989) explains the
goal of while-listening tasks as being something that helps the learners understand
the messages of the listening text. She also gives some specific examples of while-
listening activities:
-Which picture?
-true/false
-form/chart completion
-completing grids
-predicting
individually select and write seven words on a piece of paper. Then, they listen to the
Chapter 2
passage and put a tick on that specific word when the word is heard. When all the
words are ticked, they shout “bingo”. It is a good activity for selective listening even
if it hinders listening extensively (Wilson, 2008).
Post-Listening
“Checking and summarizing” is one activity type that can be performed as post-
listening task. In this activity, first the teacher puts students into small groups to lower
individual speaking anxiety. The teacher’s role, here, is to monitor students and to
stimulate them by attracting their attention to the related and interesting points. Then,
they share their ideas as a class and then students can summarize the important
parts. Other types of post-listening activities are discussions, creative responses,
critical responses, information exchanges, problem solving, deconstructing the
listening text and reconstructing the listening text (Wilson, 2008).
As result of the new trend, the focus has also shifted to the comprehension of details
Chapter 2
and the gist of messages that have a communicative purpose. In other words, text-
oriented instruction which consists of decoding skills, imitation and memorization of
sound and grammar patterns, discriminating sounds, and answering comprehension
questions based on a listening passage gives way to communicative and learner-
centered instruction. There is a tendency to learn how learners listen and manage
the learner autonomy. Teachers should use pre-communication activities as a way of
Teaching Listening Skills
Another shift in listening has been the emphasizing the top-down approach rather
than bottom-up. Recalling the background information of the listeners particularly
at the beginning of a listening activity is believed to help the listening proficiency in
comparison to discriminating individual sounds. It is also emphasized that listening
is considered as a process rather than a product (Vandergrift, 2007). Listening
should be taken into consideration from beginning to the end as an active process
of meaning making.
Richards (2005) suggests that listening materials should be based on a wide range
of authentic texts, including both monologues and dialogues. In other words, real life
listening materials assist listeners to be motivated highly to reach the communicative
objectives, because language is a social phenomenon and authenticity is an
important part of that whole. In this context, today via network-based multimedia,
such as online audio and video, YouTube, podcasts and blogs present a wide range
of opportunities to serve realistic goals.
Learners listen for two purposes as comprehension and acquisition. While learning to
listen (comprehension) involves enhancing comprehension abilities in understanding
the language process, listening to learn (acquisition) involves creating new meaning
and form linking and then repeating the meaning and form linking, thus this helps
learners to be ready for paying more attention to the syntax and lexis of the language
through listening. Therefore, teachers should view listening skills as a kind of
enhancement to language acquisition rather than comprehension (Kurita, 2012).
Listeners are expected not only to understand the spoken messages but also to
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create new meaning and to make connection between the ideas.
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Chapter 2
PART I
Lesson English
PART II
PART III
42
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Chapter 2
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AUTHORS’ BIO
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