เอกสารการบรรยาย

1. Teaching Listening Skills
Dr. Saowarot Ruangpaisan
Aj. Natthawut Sukprasong

2. •How important is Listening?

3. Nunan (2010)
Listening is the CindereLLa skill
in second language learning.
It has been overlooked by its elder
sister- speaking.

4. How can these people be good speakers
without being good listeners?

5. Richards & Renandya (2010)
• Listening skills did not receive priority in
language teaching since teaching methods
emphasized “productive skills”.
• Some applied linguists argue that
“ listening comprehension is at the core
of 2nd
language acquisition and demands a
much greater prominence in language
teaching.”

6. ( Rost, 1994; Nunan, 1997)
• Listening is the skill that provide input for
learners in language learning and acquisition.
• Without understanding the input at the right
level, any learning cannot begin.
• It’s the fundamental skill to speaking.

7. Types of Listening
1. Listening for the gist:
focuses on overall understanding or
the main idea such as an important message
2. Listening for specific information:
focuses on details such as time, place, name
3. Listening for inferences or listening between
the lines:
focuses on the implied meaning which is not
directly stated such as the feeling of the speaker,

8. How can we teach listening?

9. Language Learning Strategies (Oxford, 2010)
- are specific actions, behaviors, steps, or
techniques that students use to improve
their progress in developing L2 skills
- can facilitate the internalization, storage,
retrieval or use of the new language.
- are tools for the self-directed involvement
necessary for developing communicative
ability

10. Nunan (2010): Listening Strategies
Listening strategies are divided into 2 views:
1. Bottom-Up Strategy
2. Top-down Strategy

11. Bottom-up Strategy or text based
∆ reling on language aspects (sounds,
vocab, grammar) or text based
a process of decoding the sounds we
hear (from the smallest units to
complete texts)
e.g. listening for specific details,
recognizing cognates,
recognizing word order patterns

12. Top-down Strategy: or learner based
- focusing on the listener and thinking process
- a process of constructing the original meaning
of the speaker by…….
using incoming sounds as clues
using background knowledge of the context &
situation to interpret
e.g. listening for main idea, predicting,
drawing inferences, summarizing, intentions

13. Which one is better,
top-down
or
bottom up?

14. Top-down or bottom-up?
More effective learners tended to use
a more “top-down strategies” in understanding
the message.
Less effective learners tended to use
a more “bottom up strategies” .
(O Malley et al, 1989)

15. Top-down and bottom-up
• It is also called “Interactive Strategy”
focusing on both language and the
listener.
• Both Top-down and bottom-up strategies
are necessary in developing courses,
materials and lessons.
Ex. The students not only discriminate the
different sounds but also use what
they already know to understand what
they hear.

16. Language Learning Strategy
(Oxford 1990)
A strategy system contains 6 sets of L2 learning
behavior based on the theory that the learner is “a
whole person” using - intellectual resources
- social
- emotional
- physical
not merely “a cognitive/ metacognitive information
processing” machine

17. 6 strategies groups (Oxford,1990):
1. Affective Strategy
2. Social Strategy
3. Metacognitive Strategy
4. Memory-related Strategy
5. General cognitive Strategy
6. Compensatory Strategy

18. 1. Affective Strategy
e.g. anxiety reduction, self-encouragement,
self-reward
2.Social Strategy
e.g. asking questions, cooperating with NS, becoming
culturally aware

19. 3. Metacognitive
e.g. Paying attention, consciously
searching for practice opportunities,
planning for lg. tasks, self-evaluating
progress, and monitoring errors
4. Memory-related Strategy
e.g. Grouping, imagery, rhyming, moving
physically, structured reviewing

20. 5. General Cognitive Strategy
e.g. Reasoning, analyzing, summarizing, practicing
6. Compensatory Strategy
e.g. guessing meaning from the context, using
gestures and synonyms to convey meaning

21. Steps in teaching listening skills
• Pre-listening
activate listener’s background knowledge
and experience
• While-listening
listen for the gist, specific information and
inferences
• Post-listening
do activities which are related to the
listening text such as expressing opinions
doing group discussions, doing role-play

22. The formats of listening lesson
(Field, 2012)
• Prelistening
• Extensive listening
• Preset questions or task
• Intensive listening
• Language of the recording
• Final play

23. Pre-listening :
a brief introductory phase
Goals: to……..
set the scene
motivate the learners to listen
turn learners’ thinking toward the topic
propose 4 or 5 necessary words

24. Extensive Listening
• first playing of the recording followed by the
general questions
Goals: to adjust to the speakers’ voices different
types of information
Preset questions or task
• check if the learners know ……
what tasks they will do
• what questions they have to answer

25. Intensive listening
A second playing of the recording to
- obtain answers
- Check the accuracy of the answers
- Replay the relevant passages where the
comprehension levels are low

26. Language of the recording
Follow-up activity:
■ first playing
- replay the sentences containing the unknown words
- infer their meanings from the context
■ ■ second playing
- find the functional language

27. Final play
Done with learners following the tapescript &
enable the learners to
- deconstruct any sections that the learners
found difficult to match to work
- Provide a long-term reminder

28. Thank You &
Enjoy your class
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