Implementing effective techniques for developing efl learners’ listening skills

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Implementing effective techniques for developing efl learners’ listening skills

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CONTENTS INTRODUCTION ……………………………………………..……………. 3 CHAPTER 1. ISSUES IN DEVELOPMENT OF LISTENING SKILLS 1.1. Listening skills understanding………………………………....………...7 1.2. Significance of listening……………………………….……………....….11 1.3. The process of listening comprehension……………………………...…16 1.4. General principles in teaching listening comprehension………….…...20 CHAPTER 2 –LISTENING COMPREHENSION IN EFL CLASSES 2.1. Teaching methods of listening comprehension……………………...…25 2.2. Techniques and strategies of listening comprehension ……………..…31 2.3 Suggestions for improvement of English listening comprehension teaching among EFL learners…………………………………………….…43 2.4. Developing listening in the EFL classroom (sample lesson plans) ……………………………………………………………………………………………….47 CONCLUSION……………………………….………………………………64 BIBL

INTRODUCTION In Uzbekistan for the youth there are many opportunities to study nowadays. One of the great steps forward was made in Uzbekistan in the last years, the Decree ПП -1875 was issued on December 10, 2012 1 “ To highlight that a complex system for learning and teaching of foreign languages focused on upbringing of comprehensively developed, educated and intellectual young generation of people, and further integration of the republic with the global community has been established within the frames of the Law on Education and the National Programme for Personnel Training. ” He resolves to improve foreign language learning system with the decree about “On measures to further improve foreign language learning system ”. In accordance with the Decree of the President of the Republic of

areas of preparing research and teaching materials. According to Presidential Decree it is mentioned: “ In view of entire enhancement of the system of teaching youths the foreign languages and training of specialists able to communicate in foreign languages fluently, by introducing progressive teaching methods using modern teaching and information-communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication.” On the base of this Decree, many changes have been done in the sphere of education: new textbooks to teach foreign language have been published, educational institutions have been modernized with modern technologies, teachers of foreign languages h

accurately they are much more likely to be able to reproduce accurately, refine their understanding of grammar and develop their own vocabulary. Having interested in developing listening skills, the researcher selected this sphere to investigate for the final qualification paper. In this project the writer intended to define Listening, study the content of Teaching Listening and suggested the techniques for the developing Listening Comprehension. This research provides an overview of the methodological foundations underlying the teaching listening comprehension and the pedagogical implications suggested by them. The title of the research paper is “ Implementing Effective Techniques for Developing EFL Learners’ Listening Skills ” . The purpose of research paper is to find out the appropriat

The main aim is to assess the relationship between teaching listening techniques and students’ final communicative performance, focusing on the development of the listening skills. According to this general aim the following concrete tasks are put forward: 1. To overview the literature on in order to investigate the meaning of listening and then, to analyze the ways of teaching listening comprehension used in teaching English. 2. To analyze the principles of listening comprehension and their reasons in teaching the English Language. 3. To investigate the effective ways of learning and teaching listening comprehension English. 4. To identify the list of the techniques and their effectiveness to the English language learners. 5. To design complete lesson plans implementing pre-, while-, and

The practical value of the research is that the material and the results of the given qualification paper can serve as the material for practical implication of the techniques for development of listening comprehension in teaching the English language. This work provides series of sample lesson plans and techniques which can be implemented by the EFL teachers directly or can be adapted to their own classroom. The materials include the articles, theses and books of the researchers published abroad. In addition, the writer used the internet sources for the detailed investigation of her hypothesis. The Structure of the work – the given qualification paper consists of an Introduction, Chapter 1, Chapter 2, a Conclusion and a Bibliography. 4

CHAPTER 1 – ISSUES IN DEVELOPMENT OF LISTENING SKILLS One of the main reasons for getting students to listen to spoken English is to let them hear different varieties and accents - rather than just the voice of their teacher with its own idiosyncrasies. In today’s world, they need to be exposed not only to one variety of English (British English, for example) but also to varieties such as American English, Australian English, Caribbean English, Indian English or West African English. There are, problems associated with the issue of language variety. Within British English, for example, there are many different dialects and accents. The differences are not only in the pronunciation of sounds (‘ bath ’ like ‘ laugh ’ vs. ‘ bath ’ like ‘ cat ’) but also in grammar (the use of ‘shall’ in north

1.1. Listening Skills Understanding Listening plays an important role in communication as it is said that, of the total time spent on communicating, listening takes up 40-50%; speaking, 25- 30%; reading, 11 -16%; and writing, about 9% (Mendelsohn, 1994). Although the teaching of listening comprehension has long been ―somewhat neglected and poorly taught aspect of English in many EFL programs‖ (Mendelsohn, 1994, p. 9), listening is now regarded as much more important in both EFL classrooms and SLA research. Listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages (Nunan, 1998). Thus, the label of passive skill applied to listening is a misnomer. This misunderstanding may stem from the fact that superficially learners seem to only

interpreting meaning as intended by the speakers by means of schemata or structures of knowledge in the mind (Nunan, 1998). 5 This view emphasizes the prominence of background knowledge already possessed by the learners in making sense of the information they hear. In the aural perception, the prior knowledge may facilitate their attempt to grasp the incoming information by relating the familiar with the new one, and significant lack of such knowledge can hamper their efforts to comprehend a particular utterance. It is, therefore, essential that learners are accustomed to performing this processing, usually by extracting the gist of the exchange they listen to. In order to define listening, we must outline the main component skills in listening. In terms of the necessary components, we can

According to Anderson and Lynch (1988), arguing what is successful listening, ―understanding is not something that happens because of what a speaker says: the listener has a crucial part to play in the process, by activating various types of knowledge, and by applying what he knows to what he hears and trying to understand what the speaker means‖(p.6). Underwood (1989) simplified the definition of listening to "the activity of paying attention to and trying to get meaning from something we hear" (p. 1). Mendelsohn (1994) defines listening comprehension as ―the ability to understand the spoken language of native speakers.'' O‘Malley, Chamot, and Kupper (1989) offer a useful and more extensive definition that ―listening comprehension is an active and conscious process in whic

defined listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy. To listen well, listeners must have the ability to decode the message, the ability to apply a variety of strategies and interactive processes to make meaning, and the ability to respond to what is said in a variety of ways, depending on the purpose of the communication. Listening involves listening for thoughts, feelings, and intentions. 6 Doing so requires active involvement, effort and practice (Shen, Guizhou, Wichura, Kiattichai, 2007). To sum up, it is widely admitted that listening comprehension is not merely the process of a unidirectional receiving of

about meaning . Effective listeners develop a useful way of thinking about meaning as they listen. The way in which listener makes these decisions is what we will call a listening strategy (Rost, M., 1994,p.4). 1.2. Significance of Listening Due to the fact that the communicative approach is increasingly used in EFL situation, we, therefore, stress the importance of students‘ communicative competence. The need for competence in listening in EFL English language learners is increasing, so that listening teaching has attracted considerable attention. Unfortunately, the teaching of listening skills is still neglected in the English language teaching process. EFL learners have serious problems in English listening comprehension due to the fact that universities pay more attention to English gr

of listening, importance of listening. Then, they review the process of listening comprehension, strategies of listening comprehension. Analysis of listening comprehension problems is reviewed. Then, teaching methods for listening comprehension and teaching listening activities will be discussed. Finally, general principles in teaching listening comprehension are discussed. Findings of this study will be beneficial to EFL learners to improve their English language listening comprehension ability. Listening is the most frequently used language skill. Bird (1953) found that female college students spent 42 percent of their total verbal communication time in listening while they spent 25 percent in speaking, 15 percent in reading, and 18 percent in writing. 7 A study conducted by Barker, Edwa

chemistry, and computer science. Thus, the importance of listening in classroom instruction has been less emphasized than reading and writing. Nevertheless, it is evident that listening plays a significant role in the lives of people. Listening is even more important for the lives of students since listening is used as a primary medium of learning at all stages of education. Using general knowledge about language skill development, we can draw up some guidelines for developing listening ability: (a) Listening ability develops through face-to-face interaction. By interacting in English, learners have the chance for new language input and the chance to check their own listening ability. Face-to-face interaction provides stimulation for development of listening for meaning. (b) Listening deve

knowledge. Declarative knowledge refers to static information in memory, or what we already know about. Procedural knowledge includes dynamic information in memory, or what we know how to do. Strategic knowledge is categorized as procedural knowledge because it works on the applications of our knowledge of rules to solve linguistic problems. While declarative knowledge or factual information may be acquired quickly, procedural knowledge is acquired gradually and only with extensive opportunities for practice (O'Malley 8 , Chamot, & Walker, 1987). To describe the learning process that proceeds from the rule-constrained declarative knowledge to the more self-acting proceduralized phase,( Anderson 1983, 1995). proposes three stages of skill acquisition process: cognitive, associative, and

(a) to give the learners experience of listening to a wide variety of samples of spoken language . The purpose here, then, is exposure to:  different varieties of language (standard/regional, formal/informal etc.);  different text types (conversational, narrative, informative etc.). The motivation for the learner should be pleasure, interest, and a growing confidence at being able to understand the spoken language without reference to the written form. (b) to train the learners to listen flexibly e. g. for specific information, for the main idea or ideas, or to react to instructions (i. e. by doing something). The motivation for this type of listening will come from tasks, which are interesting in their own right, and which will focus the learners’ attention on the material in an appropr

actions and sequences of actions. According to the cognitive comprehension theory, ―schema‖ means an abstract textual structure that the listener uses to make sense of the given text. 9 The listener makes use of linguistic and situational cues and also the expectations he/she has about the new input to evoke schemata. When a schema has been evoked, it will become a guiding structure in comprehension. If the incoming information is matched with the schema, then the listeners have succeeded in comprehending the text; if they are not compatible, either the information or the schema will be discarded or modified. The principle of schema leads to two fundamental modes of information processing: bottom-up processing and top-down processing. These two processing intersect to develop an interactiv

knowledge and the text. Efficient comprehension that associates the textual material with listener‘s brain doesn‘t only depend on one‘s linguistic knowledge. 10 Top-down processing (the second type) is explained as employing background knowledge in comprehending the meaning of a message. Carrell and Eisterhold (1983) point out that in top-down processing, the system makes general predictions based on ―a higher level, general schemata, and then searches the input for information to fit into these practically satisfied, higher order schemata‖. In terms of listening, the listener actively constructs (or reconstructs) the original meaning of the speaker employing new input as clues. In this reconstruction process, the listener employs prior knowledge of the context and situation within which t

simultaneous processing of background knowledge information, contextual information and linguistic information make comprehension and interpretation become easy. When the content of the material is familiar to the listener, he will employ his background knowledge at the same time to make predictions which will be proved by the new input. As opposed with this, if the listener is unfamiliar with the content f the listening text and deficient in language proficiency, he can only depend on his linguistic knowledge, especially the lexical and syntactical knowledge to make sense of the information. From the cognitive perspective, Anderson (1985) elaborates that comprehension consists of perception, parsing and utilization. Perceptual processing is the encoding of the acoustic or written message.

original sequence of words can be stored in short-term memory; this representation is an abstraction of the original word sequences but can be employed to reproduce the original sequences or at least their planned meaning. The size of the unit or segment (or ―chunk‖) of information processed will rely on the learner‘s knowledge of the language, general knowledge of the topic, and how the information is presented. The main clue for segmentation in LC is meaning, which may be represented syntactically, semantically, phonologically, or by any combination of these. Second language listeners may have some trouble in understanding language spoken at typical conversational rates by native speakers if they are unfamiliar with the rules for segmentation, even though they may comprehend individual w

stimuli. It includes a listener, who brings prior knowledge of the topic, linguistic knowledge and cognitive processes to the listening task, the aural text, and the interaction between the two. 15 Farris (1998) regards listening comprehension as a process by which students actively form a mental representation of an aural text according to prior knowledge of the topic and information found within. 16 1.4. General Principles In Teaching Listening Comprehension Listening comprehension (LC) lessons must have definite goals, carefully stated. These goals should fit into the overall curriculum, and both teacher and students should be clearly cognizant of what they are. 1. Listening comprehension lessons should be constructed with careful step by step planning. This implies, that the listening

requires thinking, and thinking requires memory; there is no way to separate listening, thinking, remembering.'' 5. Listening comprehension lessons should ―teach,‖ not ―test.‖ This means that the purpose of checking the students‘ answers should be viewed only as feedback, as a way of letting the students‘ find out how they did and how they are progressing. There should be no pass/fail attitude associated with the correction of the exercises (Paulston & Bruder, 1976). 17 Listening comprehension is divided into four main sections: Attentive listening; Intensive listening; Selective listening; Interactive listening. Each section helps students develop a range of skills and strategies. Attentive listening is designed to give students practice with listening and with supplying short res

listening involves an appreciation of how form affects meaning, all of the activities in this section are contextualised - placed in a real or easily imagined situation (Brown J..1995, p.10) In this way, all students - even beginners - can practise intensive listening in a context of language use, from which it is most likely to transfer to ‘real life’ listening situation. Because the activities in this section require attention to specific contrasts of form - grammatical, lexical, or phonological - the teacher can easily adapt the activities to more proficient students by increasing the complexity of the language forms. 18 Selective listening will help enable students to identify a purpose for listening. By providing focused information-based tasks, the activities in Section III help dire

The listening process is often described from an information processing perspective as "an active process in which listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express" (Thompson & Rubin, 1996, p. 331). Considering various aspects of listening comprehension, (Underwood 1989 p.15) organizes the major listening problems as follows: 1. lack of control over the speed at which speakers speak , 2. not being able to get things repeated, 3. the listener's limited vocabulary, 4. failure to recognize the "signals," 5. problems of interpretation, 6. inability to concentrate, and 7. established learning habits. Underwood (1989,p.7) sees these problems as being related to

listening comprehension problems in relation to three cognitive processing phases--perceptions, parsing, and utilization, proposed by (Anderson 1983, 1995. p 12). Perceptual processing refers to maintaining attention to spoken input, parsing means encoding the input to establish a meaningful representation in short-term memory, and utilization concerns using the background knowledge to interpret the input for storage. First, in the perception stage, learners reported most difficulties as: "do not recognize words they know," "neglect the next part when thinking about meaning," "cannot chunk streams of speech," "miss the beginning of texts," and "concentrate too hard or unable to concentrate." Second, in the parsing stage, (Goh , 2000,p.10) found that

CHAPTER 2 –LISTENING COMPREHENSION IN EFL CLASSES Good listeners need different sub-skills according to different kinds of text they are listening to, and the reasons for listening to it. Of course, no one will not be very good at these skills to begin with; it is teachers who need to teach them strategies for coping with what they have missed or misunderstood (Euck, 2001, p.8). The ability to teach listening strategies also has been proved by some researchers. They have come to realize that language learning will be facilitated if learners are more aware of the range of possible strategies that can select during language learning and language use, and the most efficient way to highlight this awareness is through strategy-based instruction. 2.1. Teaching Methods of Listening Comprehension

and writing also have very specific exercises that can lead to improvement. However, there are quite specific ways of improving listening skills but these are difficult to quantify. Teachers must develop students‘ micro skills of listening comprehension. Brown (1990) identifies seventeen listening comprehension micro skills. Some of the more important of these skills are discussed here. 21 For beginners, the most important listening skill is discrimination in English pronunciation, intonation and language flow. They need to acquire the crucial skill of identifying the main information. Wu C.T. (2003) recognizes that when students acquire basic discrimination ability, they can select and analyze the meaning of what they hear and grasp the main content. In the teaching process teachers shoul

context of discourses, the grammatical structure and the background knowledge of the topic. B. In Textbook-based Learning and Other Listening Contexts listening lessons require listeners to concentrate on the content and make fast responses to what is heard. If students are passive and apprehensive during listening training, they will probably feel nervous and wary of taking chances. Teachers need to take a non-punitive approach and structure lessons that are varied, vivid and interesting. Teachers need to select a wide range of materials to increase listening content besides using textbooks. Students need to listen to different levels of English in order to be exposed to natural, lively, rich language, such as listening to English songs, seeing films with English text. In these ways it is

teachers need to develop students‘ consciousness about intercultural communication and they need to energize students‘ capacity for wanting to engage with a different culture. Great care needs to be taken when selecting listening material and auxiliary texts, since these are a crucial aspect of the cultural factors in listening teaching. The selection of material related to British and American cultural background knowledge is of particular importance, since these tend to be the focus of much of the classroom time when students‘ thinking ability and intercultural awareness is being cultivated. 23 D. Combining “Intensive Listening” with “Extensive Listening”; Focusing on Listening: Intensive listening requires students to understand the meaning of each discourse and, ultimately, to understa

listening should include aspects of everyday life, science and technology, and academic lectures. Teachers must create language-learning environments that stimulate students‘ interests and raise students‘ passion and enthusiasm for learning English. 24 E. Combining Listening with Other Skills: According to language acquisition theory, human capacity for discrimination between language intention and language content is a crucial step in the language acquisition process. Thus listening comprehensive ability plays an important role in acquisition and improvement of language skills. Therefore, in listening teaching, there is a need to combine the development of listening ability with the development of other skills such as reading. In order to improve listening ability it is necessary to liste

response to the situation and gradually they learn to feel safe when they respond. In order for this to happen, a truly interactive and penalty free listening class is required. Teacher/student and students/student exchanges should be emphasized as opportunities for a free exchange of opinions when participants can consolidate their listening approaches and skills during the process of communication. Through a variety of listening-reading, listening-writing and listening-speaking activities, students can not only strengthen their language skills but also sharpen their interests and raise their motivation to improve their learning efficiency. To solve the problem with teaching and comprehending listening, it is necessary for teachers to reconsider the roles of a teacher in a listening class

sentences. Lastly, a listening teacher should try his best to be a motivator who can get his students more involved in their listening classes and learn more listening skills. To enhance motivation, the following suggestions might be helpful to teachers: (1) Give a purpose of listening. (2) “Make sure there is sufficient variety of listening materials, of pace and intensity, and of activity to allow to work in their style and with their own strategies” (Hedge, 2002,p.10). (3) Acknowledge that listening is quite difficult to non-native speakers, and be sure to give reassurance (Hedge, 2002,p.20). Obviously, the role of a listening teacher is quite different from what I thought he should be. I have a lot of things to do besides teaching words and grammar. Now I can safely conclude that I sho

EFL learners‘ listening competence, and it showed that the effect of listening strategy training was more discernible on perception than on comprehension, especially for those students who received low scores on the G-TELP. Research into speech perception has shown that listening comprehension involves far more than mere decoding of the sounds. Rivers (1983) in her discussion of speech perception identifies three stages. First, the listener must recognize that the sounds are an actual message and not just noise. This recognition means to the listener that the sounds are elements of the language system. In the second stage the listener identifies sounds along with lexical and syntactic forms by segmenting and grouping them. The third stage involves recoding in order to retain the auditory m

included the attempt to plan, check, monitor, select, revise, and evaluate, etc. For example, for meta-cognitive planning strategies, learners would clarify the objectives of an anticipated listening task, and attend to specific aspects of language input or situational details that assisted in understanding the task (Vandergrift, 1999). Generally, it can be discussed through pre-listening planning strategies, while-listening monitoring strategies, and post-listening evaluation strategies. The cognitive strategies are related to comprehending and storing input in working memory or long-term memory for later retrieval. They are investigated from the aspects of bottom-up strategies, top-down strategies. For bottom-up processing, it refers to using the incoming input as the basis for understan

understanding or to lower anxiety. Habte-Gabr (2006) stated that socio-affective strategies were those which were non academic in nature and involve stimulating learning through establishing a level of empathy between the instructor and student. They included considering factors such as emotions and attitudes (Oxford, 1990). It was essential for listeners to know how to reduce the anxiety, feel confident in doing listening tasks, and promote personal motivation in improving listening competence (Vandergrift, 1997). According to O‘Malley & Chaumont (2001), among the four strategies of management strategies, social strategies, cognitive strategies, affective strategies in listening comprehension, both social and affective strategies influenced the learning situation immediately. A great deal

and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability. Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them. 28 Listening involves a sender (a person

comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. Focus: The Listening Process To accomplish this goal, instructors focus on the process of listening rather than on its product. 29  They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.  They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.  They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.  When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the ty

 They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of listening task or with another skill. By raising students' awareness of listening as a skill that requires active engagement, and by explicitly teaching listening strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. Integrating Metacognitive Strategies Before listening: Plan for the listening task  Set a purpose or decide in advance what to listen for  Decide if more linguistic or background knowledge is

Using Authentic Materials and Situations Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom. One-Way Communication Materials:  Radio and television programs  Public address announcements (airports, train/bus stations, stores)  Speeches and lectures  Telephone customer service recordings Procedure:  Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message  Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number- arriving/departing-gate number (airport announcements); «for [function], press [number]» (telephone rec

Effective language instructors show students how they can adjust their listening behaviour to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation. Listening Strategies Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input. Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate w

 They monitor their comprehension and the effectiveness of the selected strategies.  They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one. Listening for Meaning To extract meaning from a listening text, students need to follow four basic steps:  Figure out the purpose for listening. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate listening strategies.  Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory

Contextualized listening activities approximate real-life tasks and give the listener an idea of the type of information to expect and what to do with it in advance of the actual listening. A beginning level task would be locating places on a map (one way) or exchanging name and address information (two way). At an intermediate level students could follow directions for assembling something (one way) or work in pairs to create a story to tell to the rest of the class (two way). Define the activity's instructional goal and type of response. Each activity should have as its goal the improvement of one or more specific listening skills. A listening activity may have more than one goal or outcome, but be careful not to overburden the attention of beginning or intermediate listeners. Recogn

which present the information following an obvious organization (main ideas first, details and examples second) are easier to follow. How familiar are the students with the topic? Remember that misapplication of background knowledge due to cultural differences can create major comprehension difficulties. Does the text contain redundancy? At the lower levels of proficiency, listeners may find short, simple messages easier to process, but students with higher proficiency benefit from the natural redundancy of the language. Does the text involve multiple individuals and objects? Are they clearly differentiated? It is easier to understand a text with a doctor and a patient than one with two doctors, and it is even easier if they are of the opposite sex. In other words, the more marked the diff

 provide opportunities for group or collaborative work and for background reading or class discussion activities Sample pre-listening activities:  looking at pictures, maps, diagrams, or graphs  reviewing vocabulary or grammatical structures  reading something relevant  constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)  predicting the content of the listening text  going over the directions or instructions for the activity  doing guided practice Match while-listening activities to the instructional goal, the listening purpose, and students' proficiency level. While-listening activities relate directly to the text, and students do them do during or immediately after the time they are listening. Keep these points in mind when pla

Organize activities so that they guide listeners through the text . Combine global activities such as getting the main idea, topic, and setting with selective listening activities that focus on details of content and form. Use questions to focus students' attention on the elements of the text crucial to comprehension of the whole. Before the listening activity begins, have students review questions they will answer orally or in writing after listening. Listening for the answers will help students recognize the crucial parts of the message. Use predicting to encourage students to monitor their comprehension as they listen. Do a predicting activity before listening, and remind students to review what they are hearing to see if it makes sense in the context of their prior knowledge and wh

hear, they will activate knowledge-based processing. On the other hand, they also need to decode the linguistic input rapidly and accurately and to map the input against these expectations to confirm consistencies and to refute implausible interpretations which are referred to as text-based processing. It is acknowledged that listening strategies should be integrated explicitly and treated pedagogically to improve listening ability. Classroom procedure : 1. Preparing students to listen - Students can make use of analogy to predict and interpret language with past similar experiences. They have a range of schemata knowledge about particular people, places, situations and text-types which they can call up and use as points of comparison with what is currently being heard and experienced. Pre

2. Providing students with positive feedback - Providing positive feedback for students means ensuring an experience of success, which helps remove the mental block of the type discussed by Krashen (1982). In contrast, repeated failure can result in a panic and a real psychological barrier to effective listening. If there is a failure for understanding, diagnosing the cause of the failure is so important that remedial action can be taken. Neglecting the failure for a moment is unreasonable for it pushes students to slide into confusion and even into further failure.3. Raising meta-cognitive awareness Students are capable of observing their own cognitive processes in their listening and also verbalizing their theories about learning to listen in English. The listening notes by students and

students are asked to do with a text should be to consider it as a whole. Then, exercises can gradually involve more detailed comprehension by analyzing the text to a greater depth.(4) Textbooks and teacher‘s books should provide or at least suggest a framework of activities which are integrated with listening strategies: pre-listening, while-listening and post-listening. As the words pre- listening, while-listening and post-listening show, they are to be performed at three different stages in the classroom teaching of a listening text. Pre-listening activities can be subdivided into readiness activities‖ and guidance activities (Medley, 1977). Readiness activities‖ aim at activating students‘ prior knowledge by reading the title, new words of the text, sometimes by looking at the pictures

listening activity, students will gradually have an effective automatic processing of being able to listen to texts by using various listening strategies, and will thus greatly improve their listening ability. The final stage of teaching a text involves post-listening activities, which cover two kinds of activities: ―comprehension activities‖ (Medley, 1977) and evaluation activities. Comprehension activities focus on checking understanding of English itself and interpretation of the text. Students are asked to do some question-oriented exercises, which test students‘ comprehension and memory, and the questions are usually offered by textbooks. Evaluation activities aim at developing students‘ self-evaluation strategy in order to make them more efficient listeners. In order to let students

- Improve speaking skills by discussing the advantages and disadvantages of card games. Listening – Script of a text Card games can help recovery from strokes A new report says that playing simple card games can help stroke patients with their recovery just as much as virtual reality gaming. Canadian researchers conducted a test on 141 patients to determine whether gaming or more traditional games w е better at treating stroke sufferers. They found that playing cards, games like dominoes, and even throwing a paper ball into a basket improved patients' motor skills. They said playing bingo or using a Wii games console also aided recovery from a stroke. The researchers reported that if the type of task used for the rehabilitation of motor skills is intensive, repetitive and gets the hand

 Card games  Dominoes  Computer games  Board games  Quiz games  Outdoor games Write the following question underneath: How good are these games for families, learning and fun? Elicit from the students what they have known about each other’s attitude to card games. Invite three-four students to report. Arrange students in groups of four and ask students to look at the list of games on the board and answer the question. Invite group reporters to share the findings. Activity 1 Time: 15min BEFORE LISTENING Write the headline of a text on the board: Card games can help recovery from strokes Distribute handout 1 for each group (arranged in the previous stage) and ask students to complete the tasks on it. Handout 1 1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false

$7. Researchers were clear on what kind of games were the best. T / F 8. Researchers said simple games can be as good as using technology. T / F 2. SYNONYM MATCH: Match the following synonyms from the article. 1. help 2. recovery 3. determine 4. type 5. intensive 6. cut off 7. lead to 8. drooping 9. recreational 10. effective a. stopped b. thorough c. result in d. convalescence e. successful f. aid g. sagging h. leisure i. find out j. kind Check the answers Activity 2 Time: 10 min Distribute handout 2 and ask students to read the text with gaps and get prepared for listening Play the recording with the text (or read the text loud enough if there is not electricity). When it finishes ask students whether they want to listen to the text again and play it again.\\ Ask one student read, others$

gaming. Canadian researchers (2) ___________________ on 141 patients to determine whether gaming or more traditional games (3) ___________________ treating stroke sufferers. They found that playing cards, games like dominoes, (4) ___________________ a paper ball into a basket improved patients' motor skills. They said playing bingo or using a Wii games console also (5) ___________________ a stroke. The researchers reported that if the type of task used for the rehabilitation of motor skills is intensive, repetitive and gets the hands and arms moving, (6) ___________________ recovering from a stroke. A stroke happens when the blood (7) ___________________ the brain is cut off. It can lead to death if not treated quickly. Following a stroke, sufferers can (8) ___________________ of physi

Time: 10 min Ask students to put aside the previous handouts and make them not to look at them. Distribute handout 3 and ask them to listen to the recording one more time and answer multiple-choice questions. Check the answers. Handout 3 Multiple choice quiz 1) What can simple card games be as good as for stroke patients? a) virtual reality gaming b) walking c) taking a hot bath d) conducting tests 2) How many participants were in a test conducted by researchers? a) 411 b) 114 c) 141 d) 1401 3) Where did researchers say stroke patients could throw a paper ball? a) in a park b) into a basket c) out the window d) in the air 4) What kind of skills did the researchers say simple games improved? a) throwing skills b) writing skills c) language skills d) motor skills 5) What did the researchers

7) What can happen to someone's speech if they have a stroke? a) it becomes impossible to understand b) it becomes slurred c) it becomes difficult d) it stops 8) Who is Gustavo Saposnik? a) a technologist b) a card game player c) a patient d) a researcher 9) What do people tend to think about old-fashioned strategies? a) no one should use them b) they are boring c) that new technology is better d) they are too old to work 10) What did a researcher say might be as effective as technology? a) studying b) simple recreational activities c) reading d) crafts Activity 4 Time 25 min Divide students into pairs A and B. Distribute handout 4 for ‘A’ students and Handout 5 for ‘B’ students. Ask students to interview each other turn by turn. ‘A’s start. AFTER LISTENING Handout 4 Discussion - Card

5. What do you think of virtual reality games? 6. Do you prefer traditional or computer games? 7. Do you think traditional or computer games are better for stroke victims? 8. In what way are computer games better than traditional games? 9. What are the good and bad things about Wii consoles? 10. Why do people like playing cards? Handout 5 Discussion - Card games can help recovery from strokes STUDENT B’s QUESTIONS (Do not show these to student A) 1. Did you like reading this article? Why/not? 2. What do you know about strokes? 3. What can we do to prevent strokes? 4. How important are playing cards to you? 5. What are your favourite card games? 6. Are card games better than computer games in social situations? 7. What are your favourite computer games? 8. When is old-fashioned better than

_ n_w r_p_rt s_ys th_t pl_y_ng s_mpl_ c_rd g_m_s c_n h_lp str_k_ p_t__nts w_th th__r r_c_v_ry j_st _s m_ch _s v_rt__l r__l_ty g_m_ng. C_n_d__n r_s__rch_rs c_nd_ct_d _ t_st _n 141 p_t__nts t_ d_t_rm_n_ wh_th_r g_m_ng _r m_r_ tr_d_t__n_l g_m_s w_s b_tt_r _t tr__t_ng str_k_ s_ff_r_rs. Th_y f__nd th_t pl_y_ng c_rds, g_m_s l_k_ d_m_n__s, _nd _v_n thr_w_ng _ p_p_r b_ll _nt_ _ b_sk_t _mpr_v_d p_t__nts' m_t_r sk_lls. Th_y s__d pl_y_ng b_ng_ _r _s_ng _ W__ g_m_s c_ns_l_ _ls_ __d_d r_c_v_ry fr_m _ str_k_. Th_ r_s__rch_rs r_p_rt_d th_t _f th_ typ_ _f t_sk _s_d f_r th_ r_h_b_l_t_t__n _f m_t_r sk_lls _s _nt_ns_v_, r_p_t_t_v_ _nd g_ts th_ h_nds _nd _rms m_v_ng, _t w_ll h_lp th_s_ r_c_v_r_ng fr_m _ str_k_. _ str_k_ h_pp_ns wh_n th_ bl__d s_pply t_ p_rt _f th_ br__n _s c_t _ff. _t c_n l__d t_ d__th _f

a stroke happens when the blood supply to part of the brain is cut off it can lead to death if not treated quickly following a stroke sufferers can experience a number of physical changes such as drooping face muscles slurred speech and a loss of strength in the arms and legs the researchers said it wasn't clear whether virtual reality gaming or traditional games helped sufferers more researcher dr gustavo saposnik said "we all like technology and have the tendency to think that new technology is better than old-fashioned strategies but sometimes that's not the case in this study we found that simple recreational activities that can be implemented anywhere may be as effective as technology" Homework Ask students to choose one of the assignments and complete it at home. 1. C

Topic: Famous People Objectives: Students will - Develop listening comprehension skills by listening to the recording and crossing out the wrong word - Improve speaking skills by discussing the content of a text - Develop descriptive essay writing skills by writing a descriptive paragraph about the Indian actress LISTENING: AISHWARYA BACHCHAN http://www.famouspeoplelessons.com/a/ a ishwarya_bachchan.html TAPESCRIPT Aishwarya “Rai” Bachchan is one of India’s best known and best loved actresses. She was born in 1973 and was a very bright pupil at school. She worked part-time as a model while studying architecture. She planned to be an architect. Things changed all of a sudden in 1994 when she entered and won the Miss World contest. Rai became a full-time model after her year’s duties as Miss

display in London's Madame Tussaud's museum. In 2007, she married Indian actor Abhishek Bachchan in a spectacular Hindu ceremony. In Indian culture, Rai is considered a 'Mangalik', which according to the stars is a destructive influence in married life. 245 words Flesch Kinkaid 8.4 Lead-in Time: 10 min Distribute handout 1 and ask students to match the synonyms. Check the answers. Ask students to guess what the text will be about. Elicit random answers. Write the name of an Indian actress AISHWARYA BACHCHAN on the board and ask students to tell what they know about her. Elicit random answers. Handout 1 SYNONYM MATCH: Match the words from the article on the left with their synonyms on the right. Are your answers the same as other students’? 1 bright a. first appearance 2 pup

Activity 1 Time 10 min Distribute handout 2 to each student and ask them listen to the tape and choose the correct word they hear. Handout 2 While listening delete the wrong word in each of the pairs of italics. Aishwarya “Rai” Bachchan is one of India’s best know / known and best loved actresses. She was born in 1973 and was a very bright / light pupil at school. She worked part-time as a model while studying architecture. She planned to be an architect. Things changed all of a suddenly / sudden in 1994 when she entered and beat / won the Miss World contest. Rai became a full-time model after her year’s / annual duties as Miss World. She is still calling / called the most beautiful woman in the world. She is also multi-lingual and can speak / spoken five languages. She made her movie debu

Activity 2 Time 20 min Say that in this activity students will work on spelling, ordering the text and ordering words in a sentence. Arrange students in groups of three and distribute handout 3 When they finish, invite representatives from each group to go to another group and compare the answers. Handout 3 SPELLING: These jumbled words are from the text. Spell them correctly Paragraph 1 1. a very rhigtb pupil at school 2. She planned to be an actrhteic 3. Things changed all of a snddeu 4. entered and won the Miss World teosntc Paragraph 2 5. her year’s eusidt as Miss World 6. She is also multi- nllaigu and can speak five languages 7. She made her movie udbet 8. Her first commercial cusescs came a year later Paragraph 3 9. The Bollywood movie industry took an itsnnat like to her 10. she st

( ) pupil at school. She worked part-time as a model while studying architecture. She planned to ( ) decade in Hindi, Tamil, Bengali and English. She also landed the lead female role in 2009’s ‘Pink Panther 2’ movie in Hollywood. ( ) Rai became a full-time model after her year’s duties as Miss World. She is still ( ) be an architect. Things changed all of a sudden in 1994 when she entered and won the Miss World contest. ( ) museum. In 2007, she married Indian actor Abhishek Bachchan in a spectacular Hindu ( ) The Bollywood movie industry took an instant like to her and she starred in several very successful Hindi movies. In 1999 she won ( 1 ) Aishwarya “Rai” Bachchan is one of India’s best known and best loved actresses. She was born in 1973 and was a very bright ( ) called the most beauti

1. very a school at pupil bright 2. studying architecture She worked part-time as a model while 3. sudden a of all changed Things 4. languages She is also multi-lingual and can speak five 5. well do It very didn’t 6. movie an to Bollywood took like The industry instant her 7. has in 40 She acted over movies 8. gained She overseas popularity 9. of display Rai a was wax put figure on 10 . life married in influence destructive a Activity 3 Time 25 min Destribute handout 4. Ask students to follow the instructions in the handout. When they finish ask them to get to their own groups to share the findings. Handout 4 THE AISHWARYA BACHCHAN SURVEY: Write five questions about Aishwarya Bachchan in the table. Do this in pairs/groups. Each student must write the questions on his / her own paper. Witho

Q.2. Q.3. Q.4. Q.5. Return to your original group and share and talk about what you found out. Make mini-presentations to other groups on your findings. Activity 4 Time 15 min Distribute handout 5 to each student and ask to write a 100 words paragraph about the Indian actress. When everybody finish, ask them to exchange the papers within the group to get feedback on the structure and organization of a paragraph Handout 5 WRITING: Write about Aishwarya Bachchan for 10 minutes. Show your partner your paper. Correct each other’s work. HOMEWORK Choose one of the tasks to complete at home. 1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET:

3. AISHWARYA BACHCHAN POSTER: Make a poster showing the different stages of the life of Aishwarya Bachchan. Show your poster to your classmates in the next lesson. Did you all find out similar things? 4. MAGAZINE ARTICLE: Write a magazine article about Aishwarya Bachchan. Include an imaginary interview with her. Write about what she does every day and what she thinks about. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles. 5. LETTER: Write a letter to Aishwarya Bachchan. Ask her three questions about her life. Give her three suggestions on what she should do in her future. Read your letter to your partner(s) in your next lesson. Your “Aishwarya Bachchan expert” partner(s) will try and answer your questions. CONCLUSION The researchers atte

classroom from a teacher-centered classroom to a student-based one. To improve students‘listening ability, teachers should base their teaching on theoretical principles. And because of the limitations in resources and teacher training, both textbooks and teacher‘s books should take the responsibility of guiding teachers throughout their teaching, which should inform teachers of relevant theories, and offer suggestions on what activities should be carried out in listening classes and how to train students in various listening strategies. English listening competence is a complex skill that needs conscious development. It can be best developed with practice when students reflect on the process of listening without the threat of evaluation. Guiding students through the process of listening pr

progression from activities that entail minimal verbal interaction to those that involve a maximum of interaction. The goal of any activity is to provide the optimal challenge for the students. Since learners’ listening abilities vary, teachers should note how the activities could be adapted to the learners’ capabilities. In showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse. Students’ poor listening ability is a big problem. To solve the problem, in this paper, I have argued

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