Teaching Listening Skills 2.0 PDF

From Listening as Comprehension to Listening as (How to Teach and Assess Listening Acquisition Prepared by: Skill) Trixie Hyacinth L. Pelicano, MAEd Hearing VS Listening “You heard but you didn’t listen…” Hearing...

From Listening as Comprehension to Listening as (How to Teach and Assess Listening Acquisition Prepared by: Skill) Trixie Hyacinth L. Pelicano, MAEd Hearing VS Listening “You heard but you didn’t listen…” Hearing Listening An accidental and To hear something with automatic brain thoughtful intention. response to sound Purposeful and focused to that requires no understand the meaning effort. expressed by a speaker. Reception of sound. An active and intentional A form of perception. process  Listening An active process wherein language learners receive, construct meaning from, and respond to both verbal and non-verbal messages.  Active Listening The use of verbal Follow up the A skill that may not and non-verbal message that the come naturally for gestures speaker intends in many. a conversation Makes comment, ask Responding and providing questions and take turns feedback at the right time. The listener needs to make participating in the connections between what conversation. s/he hears and what s/he already knows and at the same s/he tries to comprehend the meaning  Active Listening VS Passive Listening Active Passive 1. Listening With comprehension Listening 1. One-way 2. Paying attention not only to the communication speaker or to the message but to the 2. Without giving verbal and non-verbal cues response or feedback messages 3. Inattention 3. Listening accurately, effectively, and responding appropriately 4. Gaining information, learning, and understanding  The Importance of Active 1. Listening 3 Medium of gaining Spoken language knowledge, provides a means of information, and interaction for the understanding of the learner. world. 2 4 It provides Listening exercises input for the provide teachers with a learner. means for drawing learners attention to  Barriers to Active Listening Noise Attention Span Receiver Biases Most common Learners attention last for One’s perceived ideas and distraction a finite length of time. opinions, whether about when Short but interesting and the speaker or the listening. engaging strategy to message/topic can be teaching. considered as noise and interfere in the listening process. Listening or receiver apprehension Fear that you might be unable to understand the message or process the information correctly.  6 Key Active Listening Skills Pay Attention Giving undivided attention to the speaker and the speaker’s message while integrating one’s own prior knowledge and experiences Withhold Judgement Stay open-minded and welcome varied ideas, new perspectives, and different opinions.  6 Key Active Listening Skills Reflect It allows you the understand the speaker’s experiences and the emotions that come with them. Clarity Feedbacking is important. In order to do this, the listener has to clarify information that has not been clearly understood.  6 Key Active Listening Skills Summarize Summarize or restate key points in the conversation to ensure that you have the same understanding of the intention and message of the speaker. Share As you take into account the context of the speaker, you can begin to introduce (without imposing) your perspective, ideas, and feelings without judgement. Ethical Listening Highlights the importance of listening with honest intentions. Respect is the key to active listening. 6 Stages of Listening Stage 1. Receiving Involves two other activities like hearing and attending. Pay attention to the speaker and avoid accommodating other thoughts to ensure that you have not missed any information, or messages, both verbal and non-verbal. Stage 2. Understanding The listener determines the context and meaning of individual words, as well as assigning meaning in language. Stage 3. Remembering People usually forget up to half of what they’ve heard within the first eight hours of listening to it. – Harvard Business Review Students only retain 20% of what they have heard. – Dale’s Cone of Experience Make associations to past remembered information. Stage 4. Evaluating The listener assess the information after making a reasonable objective interpretation of the message. Stage 5. Responding Giving feedback is an important aspect of the communication process. It is at this stage where you will signify your participation. It could either be verbal or non-verbal reactions. The Process of Listening Bottom-up Process and Top-down Process  Bottom-up Process Uses information he/she has about sounds, word meanings, and discourse markers, then tries to assemble his/her understanding of what he/she reads or hears one step at a time  Top-down Process Learners use their background knowledge to comprehend the meaning by considering the previous knowledge and schema. LSRW (Listening, Speaking, Reading, and Writing) LSRW method suggests that students learning a new language will first be taught how to listen. Teaching Listening  Pre-Listening This stage sets the context of the listening activity that will be given to the students. Remember, before starting the listening activity, ensure that there is no distraction. Pre-listening suggested activities 1. Identifying vocabulary/comprehension needsTeachers should help students better understand the listening or oral texts by identifying possible difficult words which students would need while listening. 2. Activating interest Teachers would always start with motivational activities to set the classroom mood. The goal is for students to be ready and be motivated to listen.  Pre-Listening This stage sets the context of the listening activity that will be given to the students. Remember, before starting the listening activity, ensure that there is no distraction. Pre-listening suggested activities 3. Putting it in context. Teachers should choose oral and listening texts that are relevant and interesting to the students. During the pre-listening, the teacher should be able to design contextualized activities that will activate prior knowledge that will help in inferencing. 4. Setting the purpose. The purpose of the listening activity should be made clear to the students.  While Listening While listening suggested activities 1. Listening and re-listening As a teacher, you need to assess how much your students can take and whether listening once is enough for them. 2. Guided listening and Scaffold note- taking Teacher can provide listening organizers to help students focus on important details which can help them deepen their understanding of the listening material. 3. Thinking space Give learners time to process the information by pausing in between paragraphs, and check if they are still following.  Post-Listening This stage serves as a follow-up to the listening activity done while taking into account the primary purpose of the listening task. Post-listening suggested activities 1. Responding to the text It is important that students share their reactions to the content. Teacher can provide discussion questions or evaluative questions. 2. Analyzing linguistic features of the text Teacher can ask students to analyze language forms from the script. 3. Integrating speaking and writing Listening skills is a receptive skill. Teacher may design tasks that would require students to use their productive skills.  Assessment in Teaching Listening Why do we assess? Check for students’ progress Make informed decisions Reinforce students’ learning  How do we assess? Validity Practicality The extent to which Tests should the test measures Reliability consider what is supposed A reliable test is consistent constraints like to measure and limitations, time nothing else. and dependable. Same constraints, ease of results when the same administration, tests were administered to scoring, etc. same group  How do we assess? Authenticity This describes the relationship between the test and the real world. Assessment tasks should be reflective of real-life situations which would trigger mental processes similar to what students hear and use in their daily life.