CHAPTER 18 : TEACHING LISTENING

CURRICULUM DEVELEPOMENT
TEACHING LISTENING

DEASY NURMAULIDAH 2 0 1 6 747 9 0 2 6

TOSSA MARLOYSA 2 0 1 6 747 9 0 3 9
E N DA H R A H M AWATI 2 0 1 6 747 9 0 4 9
AY U R A HAYU 2 0 1 6 747 9 074
LISTENING
Machado (2012:223), hearing and listening are quite different.
 Hearing is a process involving nerves and muscles that reach adult efficiency by age four to five.
 Listening is learned behavior, a mental process that is concerned with hearing, attending, discriminating,
understanding, and remembering.
Rivers (1970: 8)
Writing
Reading 9%
16% Listening
45%

Speaking
30%
AN INTERACTIVE MODEL OF LISTENING COMPREHENSION
1. The hearer process
2. The hearer determines
3. The hearer infers the objective speakers
4. The hearer background information
5. The hearer assign a literal meaning
6. The hearer assign intended meaning
7. The hearer determines short term and long term period
8. The hearer deletes message originally received.
TYPES OF SPOKEN LANGUAGE
(NUNAN, 1991B, PP. 20-21)
1. MONOLOGUE

Planned Unplanned

2. DIALOG

Interpersonal Transactional

Unfamiliar Familiar Unfamiliar Familiar

WHAT MAKES LISTENING DIFFICULT

Clustering

Redundancy

Reduced Form

Ferpormance variable

Colloquial Language

Stress, rythem and intonation

Interaction
1. CLUSTERING

In spoken language, due to memory limitations and our predisposition for “chunking,” or clustering, we break down
speech into smaller groups of words. In teaching listening comprehension, therefore, you need to help students
to pick out manageable clusters of words
2. REDUNDANCY
Spoken language has a good deal of redundancy (rephrasing, repetition, elaboration, and insertions of “I mean”
and “you know.”). Learners can train themselves to profit from it by first becoming aware of it and by looking for
the its signals.
3. REDUCED FORMS
Spoken language has many reduced forms and sentence fragments. Reduction can be phonological (didju?),
morphological (I’ll), syntactic, or pragmatic (Mom! Phone!).
4. PERFORMANCE VARIABLES
In spoken language, hesitations, false starts, pauses, and corrections are common. There are also many
ungrammatical forms and dialect differences.
5. COLLOQUIAL LANGUAGE
Idioms, slang, reduced forms, and shared cultural knowledge are all part of spoken language. Learners are usually
exposed to “textbook English” and need help.
6. RATE OF DELIVERY
The number and length of pauses are more crucial to comprehension than sheer speed (Richards 1983). Still,
learners need to be able to comprehend language delivered at varying rates of speed and, at times, delivered
with few pauses.
7. STRESS, RHYTHM, AND INTONATION
English is a stress-timed language. Also, intonation patterns are significant for interpreting questions, statements,
emphasis, sarcasm, endearment, insult, solicitation, praise, etc.
8. INTERACTION
The spoken word is subject to rules of interaction: negotiation, clarification, attending signals, turn-taking, and topic
nomination, maintenance, and termination. To learn to listen is also to learn to respond and to continue a chain
of listening and responding.
To understand how people make sense of the stream of sound we all hear, it is helpful to think about how we
process the input.
1. MICROSKILLS

Discriminate among the distinctive sounds of English.

Retain chunks of language of different lengths in short term memory.
Recognizes English stress patterns, words in stressed and unstressed positions, rhythmic structures, intonation concourse,
and their roles in signaling information.
Recognize reduced forms of words. Distinguish word boundaries, recognize a core of words, and interpret word order
patterns and their significance. Process speech at different rate of delivery.
Process speech containing pauses, errors, corrections, and other performance variables. Recognize grammatical word
classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptiacl forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in spoken discourse.
Bottom up proccess
BOTTOM UP PROCCESS
students start with the component parts: words, grammar, and the like.
2. MACROSKILLS
Recognize the communicative functions of utterance according to situations, participants, goals.
Infer situations, participants, goals using real-word knowledge. From events, ideas, and so on, describes, predict
outcomes, infer links and connections between events, deduce causes and effects, and detect such relations
as main idea, supporting idea, new information, given information, generalisation, and exemplification.
Distinguish between literal and implied meanings. Use facial, kinetic, body language, and other nonverbal clues
to decipher meanings. Develop and use a battery of listening strategies, such as detecting key words, guessing
the meaning of words from context, appealing for help, and signalling comprehension or lack thereof.
Top down Proccess
TOP UP PROCCESS
Learners start from their background knowledge, either content schema (general information based on previous
learning and life experience) or textual schema (awareness of the kinds of information used in a given situation)
TYPES OF CLASSROOM LISTENING PERFORMANCE

Reactive

Intensive

Responsive

Selective

Extensive

Interactive
REACTIVE LISTENING
requires little meaningful processing
This role of the listener as merely “tape recorder” (Nunan, 1991b:18) must be very limited, otherwise the listener
as a generator of meaning does not reach fruition.
the only role that this performance can play in an interactive classroom is in brief choral or individual drills that
focus on pronunciation
INTENSIVE LISTENING
Techniques whose only focus is to focus on components (phonemes, words, intonation, discourse markers, etc.) of
discourse
Include bottom-up skills
refers to using the incoming input as the basis for understanding the message
Examples of intensive listening performance:
 Students listen for cues in certain choral or individual drills
 The teacher repeats a word or sentence several times to “imprint” it in the student’s mind
The teacher asks students to listen to a sentence or a longer stretch of discourse and to notice a specified element,
e.g., intonation, stress, a contraction, a grammatical structure, etc.
RESPONSIVE LISTENING
A significant proportion of classroom listening activity consists of short stretches of teacher language designed to
elicit immediate responses. The students’ task in such listening is to process the teacher talk immediately and
to fashion an appropriate reply.
Examples include:
 Asking questions
 Giving commands
 Seeking clarification
 Checking comprehension
SELECTIVE LISTENING
Task of the student is not to process everything that was said but rather to scan the material selectively for certain
information
Requires field independence on the part of the listener
Differs from intensive listening in that the discourse is in relatively long lengths • Examples of such discourse include:
 speeches
 media broadcasts
 stories and anecdotes
 conversation in which learners are eavesdroppers
Techniques promoting selective listening skills could ask students to listen for:
 peoples names
 dates
 certain facts or events
 location, situation, context, etc.
 main ideas and/or conclusion
EXTENSIVE LISTENING
could range from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message
or purpose
aims to develop a top-down, global understanding of spoken language
refers to the use of background knowledge in understanding the meaning of a message
may require the student to invoke other interactive skills (e.g., note taking, discussion) for full comprehension
INTERACTIVE LISTENING
include all five of the above types as learners actively participate in discussions, debates, conversations, role-
plays, and other pair and group work.
their listening performance must be intricately integrated with speaking (and perhaps other) skills in the authentic
give and take of communicative interchange
 1. Include a focus on
listening in an
integrated-skills course 2. Use techniques that
6. Include both bottom-
up and top-down are intrinsically
listening techniques motivating

Principles for
Teaching
Listening Skills
5. Encourage the 3. Utilize authentic
development of listening language contexts
strategies
4. Carefully consider the
form of listener’ responses
 For Beginning Level Listeners
Rottom-Up Top-Down
Exercises Exercises
Goal : discriminate between
emotional reactions
Goal : discriminate between phonemes
Goal : recognize the topic
Goal : select details from the text
Interactive
Exercises
Goal : build a semantic network of
word associations
Goal : recognize a familiar word
and relate it to a category
 For Intermediate Level Listeners

Rottom-Up Top-Down Interactive

Exercises
Goal : discriminate between phonemes
Goal : find stressed sylable
Exercises
Goal : analyze discourse structure to
suggest effective listening strategies
Goal : listen to identify the speaker or
topic
Exercises
Goal : discriminate between
registers of speech and tones of
voice
Goal : recognize missing grammar
makers in colloquial speech
 For Advances Level Listeners

Rottom-Up Top-Down Interactive

Exercises
Goal : use features of sentences stress
and volume to identify important
impormation for note-taking
Goal : identify specific points
information
Exercises
Goal : use the lecture transcript to
predict the context of the next
section
Goal : find the main idea of lecture
segment
Exercises
Goal : use incoming details to
determine the accuracy of
predictions about content
Goal : determine the main idea of a
section of a lecture by analysis of
the details in that section
 THE IMPORTANT OF LISTENING ASSESSMENT

Intensive Listening
Responsive Listening
Selective Listening
Extensive Listening
 Intensive Listening

Distinguishing phonemic pairs (grass-glass; leave-live)

Distinguishing morphological pairs (miss-missed)
Distinguishing stress patterns (I can go; I can’t go)
Paraphrase recognition (I come from taiwan; i’m taiwanese)
Repetition (s repeats a word)
 Responsive Listening

Question (What time is it? – multiple choice [MC] response)

Question (What time is it? – open-ended response)
Simple discourse sequences (Hello. Nice weather. Tough test.)
 Selective Listening

Listening cloze (Ss fill in blanks)

Verbal information transfer (Ss give MC verbal response)
Picture-cued information transfer (Ss choose a picture)
Chart completion (Ss fill in a grid)
Sentence repetition (Ss repeat stimulus sentence)
 Extensive Listening

Dictation (Ss listen [usually 3 times] and write a paragraph)

Dialogue (Ss hear dialogue – MC comprehension questions)
Dialogue (Ss hear dialogue – open-ended response)
Lecture (Ss take notes, summarize, list main point, etc.)
Interpretive task (Ss hear a poem – interpret meaning)
Stories, narratives (Ss retell a story)