Tarlac State University Strategies in Teaching Listening PDF

Republic of the Philippines Tarlac State University COLLEGE OF EDUCATION CENTER OF DEVELOPMENT Lucinda Campus, Tarlac City Tel. No. (045) 493-0182; Fax No. (045) 982-0110 Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP), Inc....

Republic of the Philippines Tarlac State University COLLEGE OF EDUCATION CENTER OF DEVELOPMENT Lucinda Campus, Tarlac City Tel. No. (045) 493-0182; Fax No. (045) 982-0110 Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP), Inc. Subject Code : **EL 114** Subject Title : **Teaching and Assessment of Macroskills** Title of Report : **Strategies in teaching listening** Group number : **Group 2** Members : **Beltran, Neil Charlie** **Borromeo, Michelle** Section : **BSEd English 3-A** Date of Presentation : **November 06, 2024** **Learning Objectives** **Table of Contents** **Introduction** **Preliminary Activity** **Discussion:** **[FORMAT OF LISTENING LESSON]** In the previous discussion, we have established the following points: - - - So how do you craft a listening lesson with all three stages: **pre-listening, while-listening, after-listening?** **[Pre-listening]** This stage sets the context of the listening activity that will be given to students. In this stage, the following will help you in getting your students ready for the listening task: **Identifying vocabulary/comprehension needs.** As language teachers, you should have information on your students\' listening skills as well as their vocabulary level. This is very helpful not just when designing pre-listening vocabulary activities but also when choosing specific materials for listening activities. Teachers should help students better understand the listening or oral texts by identifying possible difficult words or presenting specific vocabulary expressions which students would need while listening. Before listening, you can already select some vocabulary for students to study. You can give them word-definition matching or fill the gaps in sentences. **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. The listening text should be \'familiar\', interesting, and within students\' level of understanding. From this, you should design tasks that will arouse your students\' interest and curiosity. You may use video and audio segments, songs, and/or stories that students find interesting. You may refer to the suggested activities given above. **Putting it in context**. Teachers should choose oral and listening texts that are relevant and interesting to the students. During pre-listening, the teacher should be able to design contextualized listening activities that would activate students\' prior knowledge and help them form appropriate inferences which they need to comprehend the message. According to Vandergrift (n.d), teachers need to help students organize their thoughts, activate appropriate background knowledge for understanding and to make predictions to prepare for listening. **Setting the purpose**. At the onset, the purpose of the listening activity should be made clear to the students. Are they listening for information? for gist? Or are they going to do intensive listening? Students should be cued in advance on what specific points they need to attend to when listening. This will help them to be more prepared at the same time know the listening strategies they will have to use while listening. What is the purpose of listening to gain information, or to be entertained, or to evaluate, or to give support or understanding to the speaker? Students will better understand if they know why they are made to listen in the first place. [ **While-listening**] In planning the while-listening activities, you may need to consider the following: **Listening and re-listening**. Most students may need to listen to a text severa times before they can understand. Listening becomes more challenging if you\'n using adapted audio texts from foreign speakers. In this case, you may want t inform your students ahead that such audio recordings will be played more thar once so as not to put too much pressure on them. Likewise, depending on the purpose of the listening task and the listening material, as a teacher, you need to assess how much your students can take and whether listening once is enough for them. If students are listening independently, they can stop the audio and think of listen again as needed. **Guided listening and Scaffold note-taking**. While-listening focuses on comprehension through exercises that require selective listening, gist listening, sequencing, etc. If you need your students to complete something while listening, you have to make sure that they have previewed and understood the written task first before listening begins. Remember that these tasks are given to guide your students in the listening task and not to distract them. Thus, you also have to keep writing tasks to a minimum especially if your goal is comprehension. You can provide listening organizers to help students focus on important details which can help them deepen their understanding of the listening material/task. You can also direct them to find clues from the listening text which would help them understand better. These activities may be done by pairs on in groups. Although listening is an individual activity, sometimes students become more confident if they are working with a partner especially in completing while-listening activities. In guided listening and scaffolded note-taking, students must complete specific tasks to enhance comprehension while they listen. During while-listening activities, the goal is to focus on understanding by using exercises that encourage selective listening, finding the main idea (gist), or sequencing events. **\"Thinking space\'** Just like any classroom activity, students need \'breathing\' or \*thinking space\' between and after listening activities. Give them time to process the information by pausing in between paragraphs, and check now and then if they are still following. If there are parts that students have difficulty understanding. they may start to wander off and lose focus in the activity. Thus, you have to be keen and address these difficulties while in the process. You may summarize, use questions, point out significant details so that students will be able to recognize important parts of the message. There\'s a lot of listening texts you can use in your classroom. However, providing students with a \"more real act of communication\" through authentic listening texts provides a better way for students to understand the language when used in the real context. Your listening texts may be from any of the following: - - - - - - - **[Post-listening]** As there are many post-listening activities that you can give, remember that this stage serves as a follow-up to the listening activity done while taking into account the primary purpose of the listening task. Thus, post-listening activities may focus on: **Responding to the text**. It is important that students share their reactions to the content. You can provide discussion questions or evaluative questions that would guide students in processing what they feel and the ideas they got after listening. They can give opposing views, connect their ideas based on their experience, or even answer the questions they have raised during pre- listening. You can better engage them by providing post-listening tasks that would let students categorize, synthesize, and clarify ideas or reflect upon the message. You can engage them in synthesizing. **Analyzing linguistic features of the text.** Depending on the goal of your listening task, you can also ask students to analyze language forms from the script. You can also use the listening script/task as a springboard in teaching grammatical functions. **Integrating speaking and writing.** Since listening is a receptive skill, you may also want to design tasks that would require students to use their productive skills. In this case, students are allowed to use the language creatively. They may write dialogues and short compositions, role-play a certain scene, or express their appreciation and reaction through written and oral tasks. **[STRATEGIES AND EXAMPLES IN TEACHING LISTENING]** Effective and successful listening skills require a lot of practice. Language teachers need to provide varied and relevant listening opportunities for the students both inside and outside the classroom. Here are some examples that we can use before, during, and after listening: ***Pre-listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +===================================+===================================+ | Identifying | 1. 2. 3. 4. 5. | | vocabulary/comprehension needs | | +-----------------------------------+-----------------------------------+ | Activating Interest | 1. 2. 3. 4. 5. 6. 7. | +-----------------------------------+-----------------------------------+ | Putting things into context | 1. 2. 3. 4. 5. 6. | +-----------------------------------+-----------------------------------+ | Setting the Purpose | 1. 2. 3. | +-----------------------------------+-----------------------------------+ ***While listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +===================================+===================================+ | Provide an opportunity for | 1. 2. | | students to re-listen | | +-----------------------------------+-----------------------------------+ | Promote guided listening and | 1. 2. 3. 4. | | scaffold note-taking | | +-----------------------------------+-----------------------------------+ | Give the students "thinking | 1. 2. | | space" | | +-----------------------------------+-----------------------------------+ ***Post-listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +===================================+===================================+ | Responding to the text | 1. 2. 3. 4. 5. 6. 7. 8. | +-----------------------------------+-----------------------------------+ | Analyzing linguistic features of | 1. 2. 3. 4. 5. 6. 7. | | the text | | +-----------------------------------+-----------------------------------+ | Integrating productive skills: | 1. 2. 3. 4. | | speaking and writing | | +-----------------------------------+-----------------------------------+ **[FREE LISTENING TESTS AND EXERCISES WEBSITES]** 1. 2. 3. 4. 5. 6. **Quiz** **Generalization** **References**