2. Questions to reflect!
Have your students had any
problems dealing with listening
exercises?
How often do they seem clueless
after a listening activity?
3. How much do you know
about listening?
Let’s find
out!
4. Do you agree with this?
Language learning depends on
listening.
When you listen to a conversation in
English, you try to understand every
word.
When you have difficulty
understanding what a speaker means
you ask for clarification.
Listening to songs and radio programs
in English are two of the best ways to
learn the language.
5. Do you agree with this?
When you disagree with a speaker's
message, you usually stop paying attention.
When you agree with a speaker's message
you usually nod.
Your role as a listener is to show interest.
As you listen to someone speak you take
notes
to help yourself understand the message
6. How much do learners retain from
the listening input?
8. Because language learners need
it:
To obtain information
To understand
For enjoyment
To learn
To communicate
9. Listening is the language
modality that is used most
frequently but…
…why is listening in
English so hard?
10. Because…
Students have to process the
messages as they come, cope with the
speaker’s choice of vocabulary,
structure, and rate of delivery.
The complexity of the listening
process is magnified in second
language context where the listener
also has an incomplete control of the
language.
11. It is essential for language teachers
to help our students become
effective active listeners.
How can we do so?
By modeling listening strategies
By providing active listening
practice
12. What is active listening?
It is the effort to hear not only
the words that another person is
saying but, more importantly, to
try to understand the total
message being sent.
13. What are listening strategies?
They are techniques or activities
that contribute directly to the
comprehension and recall of
listening input.
15. Top - Down Listening
Strategies
They 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 interpret what is
heard and anticipate what comes next.
16. Top - Down Listening
Strategies
Predicting
Listening for the main ideas
Shadow the speaker
Taking notes
17. Bottom- Up Listening Strategies
They are text
based. The
listener relies on
the language in
the message
(sounds, words,
and grammar
that creates
meaning)
18. Bottom – Up Listening
Strategies
Listening for specific details
Recognizing word sounds
19. Tips for Helping our Students
Become Active Listeners
Activate your students’ prior
knowledge before any listening
activity in order to predict or
anticipate content.
Assess your students' background
knowledge on the topic and
linguistic content of the text.
20. Tips for Helping our Students
Become Active Listeners
If students are to complete a written task
during or immediately after listening,
allow them to read through it before
listening.
Use questions to focus students' attention
on the elements of the text crucial to
comprehension of the whole.
21. Tips for Helping our Students
Become Active Listeners
Use predicting to encourage students to monitor
their comprehension as they listen
Remind students to review what they are
hearing to see if it makes sense in the context of
their prior knowledge and what they already
know of the topic or events of the passage.
Use visual aids such as maps, diagrams, pictures,
or the images on the video to help contextualize
the input and provide clues to meaning.
