LESSON 1: The Concept and Importance of CHILDREN’S MACRO SKILLS PROGRESS

Listening
Hearing > Listening > Speaking > Reading >
HEARING & LISTENING Writing

HEARING PASSIVE LISTENING

- Hearing is the process, function or power - It is regarded as one-way communication

of perceiving a sound. wherein the receiver does not respond nor
give feedback to the speaker in any way.
- It is an accidental and automatic brain
response to sound that requires no effort. ACTIVE LISTENING

- It is the reception of sound. - If the listener takes part actively in the

process of listening linguistically and uses
- A form of perception. his/her non-linguistic knowledge to follow
up the message that the speaker intends in
- The act of perceiving sound and receiving
a conversation, if s/he listens, replies, and
sound waves or vibrations through your ear.
asks/answers questions, it is active
- The natural ability or an inborn trait that listening.
allows us to recognize sound through ears
6 KEY ACTIVE LISTENING SKILLS
by catching vibrations.
1. PAY ATTENTION
LISTENING
- It is concentrating on the speaker's
- Listening is to hear something with
message while integrating one's own prior
thoughtful attention.
knowledge and experiences. It also involves
- It is purposeful and focused to understand paying attention not just to the speaker's
the meanings expressed by a speaker. message but also to the non-verbal
gestures.
- It is the attachment of meaning to the
sound. 2. WITHHOLD JUDGMENT

- It's an active & intentional process. - It is important to stay open-minded and to

welcome varied ideas, new perspective, and
- It is a complex, active process in which the different opinions.
listener must discriminate between sounds,
understand vocabulary and grammatical 3. REFLECT
structures, interpret stress and intonation,
- Reflecting during the communication
retain what was gathered in all of the above,
process allows you to understand the
and interpret it within the immediate as well
speaker's experiences and the emotions
as the larger sociocultural context of the
that come with them. Reflecting in this
utterance.
context means rephrasing and repeating
- The act of hearing a sound and both the words and the feelings of the
understanding what you hear. speaker.

- The learned skill, in which we can receive 4. CLARITY

sounds through ears, and transform them
- The listener has to clarify information that
into meaningful messages.
has not been clearly understood; or ask for - learners rely on their knowledge of the
more information or details about the topic. linguistic code to achieve progressive
meaning construction
5. SUMMARIZE
2. The Top-down Process
- Restate key points in the conversation to
ensure that you have the same - meaning to language
understanding of the intention and message
of the speaker. - learners use their background knowledge
to comprehend the meaning
6. SHARE
- Aural comprehension depends on the
- You can begin to introduce (without listener's ability to activate his knowledge-
imposing) your perspectives, ideas, and based schemata
feelings without judgments.
SKILLS FOR LISTENING
ETHICAL LISTENING
• Skills are “ competencies which native
- It highlights the importance of listening listeners possess and which non-natives
with honest intentions. Respect is the key to need to acquire concerning the language
active listening. If you want to be heard and they are learning” (Field, 1998 in Nihei,
respected when it is your turn to speak, you 2002).
should also extend the same degree of
respect to others whether you agree with • Acquiring these specific competencies for
them or not. listening would require work and practice
just like how they exert effort when trying to
Stages of Listening by DeVito (2000) master speaking, reading, and writing.

1. Receiving - involves hearing (isolating • Teachers should instruct students to know

sound) and attending (interpreting sound). that "achieving skill in listening requires as
much work as does becoming skilled in
2. Understanding - assigning meaning to reading, writing, and speaking in a second
the interpreted words. A mental language" (Morley, 2001, p. 72).
reconstruction of the speaker's message.
• teachers have to know which skills are
3. Remembering - processing the message needed for effective listening and instruct
meaningfully by associating it to past students to develop these skills.
remembered information.
The following skill classification is adopted
4. Evaluating - mentally reviewing and by Nihei (2002) from an article by Richards
determining the veracity of the information (1987).
against own knowledge and experiences
1. ability to recognize reduced forms of
5. Responding - giving of feedback (can be words
formative or summative)
2. ability to distinguish word boundaries
THE PROCESS Of LISTENING
3. ability to detect key words (i.e., those
1. The Bottom-up Process which identify topics and propositions)
- language to meaning 4. ability to guess the meanings of words
from the contexts in which they occur • To understand the nuances in a particular
language, one must be able to learn to listen.
5. ability to recognize cohesive devices in
spoken discourse • (Schmidt (1990) highlighted the role of
listening in facilitating second language
6. ability to distinguish between major and acquisition.
minor constituents
• “a learner will not comprehend and learn
7. ability to recognize the communicative anything from the input he hears unless he
functions of utterances, according to will notice something about the input.
situations, participants, goals 8. ability to
reconstruct or infer situations, goals, • “The only linguistic materials that can
participants, procedures figure in language-making are stretches of
speech that attract the child’s attention to
9. ability to use real world knowledge and sufficient degree to be noticed and held in
experience to work out purposes, goals, memory
settings, procedures
Listening is vital in the language classroom
10. ability to predict outcomes from events because it provides input for the learner.
described
MODULE 2 (STRATEGIES IN TEACHING)
11. ability to infer links and connections LISTENING TEACHING LISTENING
between events
Cahyono and Widiati (2009) mentioned that
12. ability to distinguish between literal and 'successful listeners are those who can use
implied meanings both bottom-up and top-down processes by
combining the new information and the
13. ability to recognize markers of
knowledge that they already know.
coherence in discourse, and to detect such
relations as main idea, supporting idea, Brown (2006) in Yildirim (2016); Students
given information, new information, must hear some sounds (bottom-up
generalization, exemplification processing), hold them in their working
memory long enough (a few seconds) to
14. ability to process speech containing
connect them, and then interpret what
pauses, errors, corrections
they've just heard before something new
15. ability to make use of facial, comes along. At the same time, listeners
paralinguistic, and other clues to work out are using their background knowledge (top-
meanings down processing) to determine meaning
with respect to prior knowledge and
16. ability to adjust listening strategies to Schemata.
different kinds of listener purposes or goals
Lopez, et.al (2020) mentions as an
LISTENING TO COMPREHEND AND "integrative approach" in teaching listening
LISTENING TO ACQUIRE THE TARGET it involves three key stages; Before-listening,
LANGUAGE While-listening, After-listening

• LSRW (LISTENING-SPEAKING-READING- Richards (2008) in Lopez, et.al. (2020)

WRITING) methods suggests that students explains that;
learning a new language will first be taught
how to listen. BEFORE-LISTENING STAGE
prepares students for both types of Listening and re-listening- you may want to
processing through activities that require inform your students ahead that such audio
activating their previous knowledge, making recordings will be played more than once so
predictions, and revising key vocabulary. as not to put too much pressure on them.

WHILE-LISTENING STAGE Guided listening and Scaffold note-taking -

If you need your students to complete
focuses attention on comprehension something while listening. you have to make
through activities that require selective sure that they have previewed and
listening, listening for main ideas (gist understood the written task first before
listening), or understanding the sequence of listening begins.
events (sequencing); and
Thinking space - students need 'breathing'
AFTER-LISTENING STAGE or "thinking space between and after
listening activities.
students should express their opinions on
the topic and respond to comprehension. Post-listening - this stage serves as a follow
this stage may also include a detailed -up to the listening activity done while taking
analysis of some sections of the text that into account the primary purpose of the
could not be understood by the students. listening task.
FORMAT OF A LISTENING LESSON Responding to the text - It is important that
students share their reactions to the
Pre-listening
content.
This stage sets the context of the listening
Analyzing linguistic features of the text-
activity that will be given to students.
you can also ask students to analyze
Identifying vocabulary/comprehension language forms from the script.
needs - identifying possible difficult words
Integrating speaking and writing - you may
or presenting specific vocabulary
also want to design tasks that would require
expressions which students would need
students to use their productive skills.
while listening.
STRATEGIES AND EXAMPLES IN
Activating interest- The listening text
TEACHING LISTENING
should be familiar, interesting, and within
students' level of understanding. Pre-listening
Putting it in context - the teacher should be Listening strategy: Identifying
able to design contextualized listening vocabulary/comprehension needs
activities that would activate students prior
knowledge and help them form appropriate Example:
inferences which they need to comprehend
the message. ● Word webs ● Mind maps ● Ask me
●Words on the board ● Gap-fill
Setting the purpose - the purpose of the
listening activity should be made clear to Listening strategy: Activating Interest
the students.
Example:
While-listening
● Brain walking ● Guess the theme ● Solve
the puzzle ● Sing along ● Meme it ●Open questions ● What do you recall?
●Discussion questions ● WH Questions, ●Reflective and self-assessment
Questions ●Interpretative tasks

Listening strategy: putting it in context Listening strategy: Analyzing linguistic

features of the text
Example:
Examples:
● Post it ● Make up a story ● Let's draw
●Using poll KWL ● Exploring pictures ● Disappearing dialogues ● Synonyms and
antonyms ● Listening script as a
Listening strategy: Setting the purpose springboard ● Dictgloss ● Sequencing
events ● Reviewing the transcript ● Multiple
Example:
choice test
● Brainstorming ● Listening for pleasure
Listening strategy: Integrating Productive
●What I want to do
skills: Speaking and writing

Examples:
WHILE LISTENING
● Demonstrating a listening passage
Listening strategy: Provide an opportunity ●Writing a short composition ● Time to
for students to re-listen
FREE LISTENING TEST AND EXERCISE
Example: WEBSITES

● Let me read it first ● Take two • TalkEnglish • ELLLO (English Listening

Lesson Library Online) • IELTS (International
Listening strategy: Promote guided listening English Language Testing System • ESL
and scaffold note-taking Lounge • Breaking News English • Ted Ed

Example:

● Graphic organizers ● Who's who?

●Dictogloss ● Look for the meaning
●Editing tasks

Listening strategy: Give students thinking

space

Example:

● Listen and describe ● What's next

POST LISTENING

Listening strategy: Responding to the text

Examples:

● True or false ● Checking and summarizing

● Discussions ● Test your classmate