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Listening comprehension encompasses the multiple processes involved in to what information the speaker has access and about what he/she is likely to be.
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Students have to be able to understand the main idea of what is said, as well as specific details. They may have to infer relationships between speakers, or identify the context in which the speakers are operating. Students may well have to use several of these skills in the course of a single listening activity.
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Here are some of the main skills involved in listening, together with a brief description of what each skill involves. Listening for the main idea — Students listen to identify the overall ideas expressed in the whole recording. Listening for details — Students listen for groups of words and phrases at sentence level.
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Listening for specific information — Students listen for particular information at word level. Predicting — Students try to guess key information contained in the recording before they listen. Inferring meaning — Students listen to identify the difference between what the speaker says and what they actually mean. Identifying emotion — Students listen to identify the mood of certain speakers.
Listening for opinions — Students listen to identify the attitude of certain speakers. Inferring relationships — Students listen to identify who the people are in the recording and what the relationship is between them. Recognizing context — Students listen to aural and contextual clues to identify where the conversation takes place, who is speaking, etc.
Web Editor Mon, 20 Mar am. Hi Souhila, Thanks for the feedback. You can most certainly cite this information in your research. The original articles were published in Best wishes, The onestopenglish team. Unsuitable or offensive?
Report this comment. Anonymous Sun, 19 Mar pm. Dear onestopenglish team, I have a couple of questions. First, I want to know what approach to teaching listening is Miles Craven talking about in this article exactly? Second, I want to cite these invaluable information in my research. Students may feel a great deal of pride when they are able to comprehend something in the target language.
This can be a great motivating factor in continuing to learn the language, and teachers should do whatever possible to promote this sense of accomplishment. Consequently, teachers need to construct learning activities which will enhance learners' oral comprehension listening skills and motivate them, as well. The work of Nunan and Lamb is a great help in this area.
They outline a series of questions which teachers need to consider when preparing listening activities:.
Listening - Wikipedia
An effective teacher is aware that students are not always able to develop oral comprehension skills on their own; without additional supports listening, by itself, is not enough to develop better listening skills. Here are several activities a teacher can employ to facilitate the development of listening skills. Here are some listening activities to use with students; they range from semi-guided tasks to unstructured tasks. Unstructured Tasks Describe one of the following and record it onto a cassette, computer program, etc.
There are several advantages to this activity.
The recordings allow participants to hear themselves speak in the target language, which can be very helpful for shy learners. Students view this as an easier form of homework than a written assignment which will motivate the student to complete the task. Pre-Listening and While-Listening Activities It is often stated that spoken and written language differ. Some reasons for this include, the following: spoken language is often used for social interaction rather than simply presenting information; it takes place in a context which provides visual and oral cues which assist comprehension; and, often we listen with a particular purpose in mind, sifting through what we hear in order to meet that purpose.
Furthermore, native speakers have unstated preconceived ideas as to how a conversation should proceed, and interpret the conversation on the basis of their contextual knowledge about the speaker and the situation.
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All of these factors demand well-developed listening skills. A teacher can assist their students to hone their listening skills through pre-listening and while-listening activities. Example: Ask the class questions about a topic, but do NOT record their responses. Then read a passage which relates to the same topic. Ask them the same questions again.
Afterward, initiate a discussion as to the effectiveness of the pre-listening questions: did they help the listener focus more quickly?