Listening comprehension is at the
core of second language
acquisition.
Therefore
demands a
much greater
prominence in
language
teaching.
Nunan
He points out that there
are two models of
listening:
 Bottom-up
 Top-down
These two models need to
be follow by the key
strategies:
 Predicting
 Selective listening
 Listening for different
purposes
 Inferencing
 Personalizing
Field
He examines the three
stages which involves the
process:
These should be develop
within the roles:
 Teacher: guider through
 Pre-listening
 Listening
 Post-listening
the processes of listening
 Monitoring listening
difficulties
 Reshaping classroom
task
Lam
It illustrates that learners
can develop awareness of
the syntax and
organization of spoken
discourse in order to
facilitate their ability to
process spoken texts.
The activities should
integrate both listening
and speaking and seek to
prepare learners to
handle the demands of
real-world
communication.
Listening Process
It is vital in the language classroom because
it provides input for the learner.
Listening is thus fundamental
to speaking.
Bottom-up Processing Model
It assumes that listening is
a process of decoding the
sounds that one hears in
a linear fashion.
It goes from the smallest
meaningful units
(phonemes) to the
complete texts.
Phonemic
Units
Words
Utterances
Phrases
Meaningful
Texts
Top-down Processing Model
It suggest that the listener
actively constructs (or,
more accurately,
reconstructs) the
original meaning of the
speaker using incoming
sounds as clues.
Prior
knowledge of
the topic
Relationship
to the
situation
Conclusions
Prior events
Types of Listening
We can classify these
according to:
 The purpose of listening
 The role of the listener
 The type of text being
listened to
These are mixed in
many different
configurations, each
of which will
require a particular
strategy on the part
of the listener.
The listener is also
required to take
part in the
interaction.
This is known as
reciprocal
listening.
Listening in Practice
The challenge here is to Some of the strategies are:
provide the learners  Selective listening
some:
 Listening for different
purposes
 Personalize content
 Predicting
 Degree of control
 Progressive structuring
 Extension tasks
 Inferencing
 Personalizing
Effective Listening Course
It should be characterized by the following features:
 The material should be on authentic texts, including
both monologues and dialogues.
 Strategies should be incorporated into the materials.
 Learners should know what they are listening for and
why.
 Content should be personalized.
Listening Stages
It is necessary to provide the opportunities to the
students to construct progressively the listening
structures by listening to a text several times and by
working through increasingly challenging listening
tasks.
We have three mayor stages in listening, they are:
Pre-listening
This stage shows us how:
 To provide sufficient
context to match what
would be available in real
life.
 To create motivation by
asking learners to
speculate on what they
will hear.
Activities
 Brainstorming
vocabulary
 Reviewing areas of
grammar
 Discussing the topic
Listening
The Intensive/Extensive
Distinction
It
demands a process of
normalization of adjusting to
the pitch, speed, and quality
of the voice.
An initial period of extensive
listening allows for this.
Preset Questions
It is necessary to change the way
to comprehend the listening,
this can be achieved by
presetting
comprehension
questions.
We can ensure that learners
listen with a clear purpose,
and that their answers are not
dependent on memory.
Listening task
Authentic materials
It is necessary to do something
with the information, the
tasks can involve:
They need to develop a
reflective attitude and offer
the opportunities to bring the
students’
background
knowledge.
 Labeling
 Selecting
 Drawing
 Form filling
 Completing a grid
Instead of simplifying the
language of the text,
simplify the task that is
demanded of the
student.
Post-listening
It remains worthwhile to
pick out any functional
language and draw
learners’ attention to it.
As part of this stage one
can ask learners to infer
the meaning of new
words from the context.
Write the
target works
Replay the
sentences
Learners
work out in
the meaning
Raising students’awareness of the
features of Real - World Listening
input
Features of Real- World Listening Input
 The use of time creating devices: Pause fillers such as
“umm”, “eh”, “urh”, they do have a primary aim to help
the speaker to solicit more time to plan and in turn to
furnish the listener with more processing time.
 The use of facilitation devices: Chunks of words are
very common: “Yes, I did”, “me too”, “ so I am”.
 The use of fixed and conventional phrases ( speech
formulas), “you
Know”, “I mean”, “Well”.
The use of Compensation Devices
Redundancy:
It is the construction of a phrase that presents some idea.
There are three ways to build redundancy and help relieve
Memory load are:
Repetition
Reformulation
Rephrasing
The EFL learner has to recognize time creating,
facilitation, and compensation devices.
The learner needs to understand that these devices are
there to facilitate the speaker’s production and the
listener’s processing of the speech and not to distract
the listener’s attention or to implied understanding.
Skills Enabling exercises
To make sure that the listening input is
authentic, comprehensible and pitched
at the level of students, the teacher can
help the students to produce their own
listening material.
There two basic ways to guide learners to write semi-scripts
 The teacher can use brief notes or flow charts
 Or think a role-play situation in which different students
have different roles to play
The teacher can prepare a number of topics which are of
general interest and within the scope of student’s
experiences. Then students can work in pairs and give
talks on the topic
Conclusion
It is important to address the difference between spoken
and written texts in the teaching of listening skills.
Awareness - raising and skills - enabling exercises that
provide students with opportunities to monitor the
difficult level of listening input and integrate listening
and speaking skills are part of the new way of teaching.