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3. Methods of Teaching English Prepared by: DR. Nisrein Abdel Bassett El-Enany Associate Professor

4. Language Skills Language skills are listening, speaking, reading and writing. These skills are isolated to highlight their importance and to impress upon the teachers to place emphasis on their teaching and deal with them in a balanced way. Language skills are divided into receptive and productive ones.

5. The receptive skills include listening and reading while the productive ones are speaking and writing. Language skills can also be divided into aural and graphic ones. The aural ones deal with listening and speaking ability while the graphic skills focus on reading and writing. Some skills such as reading and writing are emphasized while others such as listening and speaking are neglected.

6. First: Teaching Listening

7. listening  Listening skills are essential for learning since they enable students to acquire insights and information, and to achieve success in communicating with others.  Listening is one of the fundamental language skills. It’s a medium through which children, young people and adults given a large portion of their education -their information, their understanding of the word, and of human affairs, their ideals, sense of values, and their appreciation.

8.  Listening is a receptive aural and neglected skill.  Listening can be defined broadly as "everything that impinges on the human processing which mediates between sound and the construction of meaning"…… "Moreover, "everything that impinges ….. "includes the important dimension of the affective information, which is an integral part of real-world communication". Its Definition

9. Listening is a process of filtering raw speech into short-term memory. The filtered information then is organized according to their respective fields to produce coherent understanding of the whole subject, and this outcome is only what is stored in long-term memory. Thus, listening is an activity to create meaning of speech rather than speech its original form.

10. Listening is a process of generating images that might include sensory, emotional, temporal and verbal that come together in memory. It plays an important role in building a student's understanding which is then crucial for developing other language skills. Listening

11. What is listening?  Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says(receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation).

12.  Listening is a complex, active process of interpretation in which listeners match what they hear with what they already know.  Listening is the ability to identify and understand what others are saying. This involves understanding a speakers’ accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. An able listener is capable of doing these four things simultaneously.

13.  Listening is an integral part of the reading process. It helps to build vocabulary, increase fluency and aid in comprehension. Supporting reading through listening enables students to build skills and access curriculum at their grade level.  Listening is the foundation of language; it is the bricks and mortar of learning. Listening is an interactive, interpretive process that requires us to: Tap into prior knowledge. Organize the content.

14. Regulate our listening speed and processing. Interpret meaning. Recognize the whole and the part of the information. Respond accordingly.  Students develop listening skills in a cyclic form rather than linear. They need to refer to precedent information. This new information received by the students is then organized to produce better understanding.

15. Why is listening difficult?  Different speakers produce the same sounds in different ways, e.g. different dialects and accents, stresses, rhythms, intonations, mispronunciations;  The listener has little or no control over the speed of the input of spoken material;  Spoken material is often heard only once and in most cases, we cannot go back and listen again as we can when we read.

16.  The listener can not pause to work out the meaning of the heard materials as it can be done when reading.  Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly. Sources of listening: The four sources of listening are: the speaker, the listener, the message to be listened to, and the physical setting.

17. The listening process can be generally explained in different phases. Firstly, students will use their background knowledge and schemata in order to understand the delivered speech. The goals set by the speaker then will help students in focusing more towards the intended meaning. The literal meaning of the speech is then translated into the intended message originally required by the speaker. These messages are the only ones finally retained and stored in memory.

18. Objectives of Teaching Listening To help students understand native speech at normal speed in unstructured situations to enable English speakers to comprehend speech in all kinds of situations. To familiarize students with the sound patterns such as phonemes, stress, rhythm, intonation and tone

19. To familiarize students with the aspects of sandhi-variation i.e., changes which occur in natural speech as a result of environment, regional dialect, rate of speech contraction and omission(It is used to understand natural variations in sound patterns). To accustom students to the normal rate of speech of the native speakers during normal conversation.

20. To assist students in recognizing variation in sounds due to culture and nationality, e.g., the difference between American English, British English, Australian English and Indian English. To Familiarize students with false start, pause, fillers and redundancies.  Listening begins at birth and serves us throughout our lives. It is a receptive skill; receptive skills give way to productive skills.

21.  Listening serves the goal of extracting meaning from messages. In order to do this learners have to be taught how to use both bottom up and top down processes in arriving at an understanding of messages.  Bottom up processing refers to the decoding process, the direct decoding of language into meaningful units, from sound waves through the air in through our ears and into our brain where meaning is decoded.  Top-down processing refers to how we use our world knowledge to attribute meaning to language input; how our knowledge of social convention helps us understand meaning.

22. The Four Steps of The Listening Process Responding Evaluating Understanding Hearing

23.  From the first step to the forth, the process involves successively the more hearing of sounds represented by words and sentences at the sensory level, perceptive recognition of meaning framed by the physical and emotional context, sizing up the totality of the communication either for acceptance or rejection and finally making a response consistent with one's nature and the demands of the situation.

24. Listening Skills There are six components of listening comprehension: The sonic realization or actual physical hearing of language. The segmental/supra segmental form (phoneme distinction). The musical pitch and rhythm.

25. Lexical phrasing. The purpose of the message intended by the speaker. The actualization of the message in the listener.

26. The Four Essential Skills involved in Listening: 1)Perception of sounds.2)Accuracy of sequencing.3)Gaining of meaning and;4)Utilizing the meaning.

27. These basic listening skills are capable of elaboration in terms of some subordinate skills such as: 1) Recalling word meaning. 2) Guessing the meaning of ideas conveyed. 3). Noting details of ideas conveyed.

28. 4). Following directions. 5). Distinguishing the main and subsidiary ideas. 6). Analyzing the levels of relevance of the ideas. 7). Following clues to get at the attitude of the speaker, to the topic or subject concerned. 8). Assessing the speaker's point of view and comparing that with one's own and those of others.

29. 11). Detecting the emotional temper.12). Detecting absurdities and outbursts. 13). Transforming verbal symbol to visual, tactile and other sense experiences revived or created. 9). Making inferences, deduction, and drawing conclusion. 10). Separating the subjects and the objectives facts and opinions.

30. 14). Discriminating between some of vowel and consonant distinctions made in English. 15). Using the context to make predictions.16). Making inferences and,17). Making intelligent guesses.

31.  Identify the purpose for the listening exercise or activity before getting students to listen to the prepared material.  Supply them with written material which is necessary for them to complete their task before they begin to engage in listening. Always remember to inform them about what they are going to do after listening to the material. Procedures in Teaching Listening

32.  Give them an example of the type of task to do after listening to the exercise or activity.  Read, tell or give listening material with emphasis on normal speed and intonation patterns. Be certain not to slow down reading or telling the listening material to avoid distorting stress and intonation.

33.  Repeat the listening exercise or activity once again if necessary depending on the length and difficulty of listening content.  Supply them with an answer key and let them correct their own answers and record their own scores.  Monitor and check their corrections and performance. Give praise words to those who do well and give remedial exercises to those who are having problems.

34. Through listening students recognize automatically and unconsciously the phonological, syntactic and semantic codes. The phonological code includes phoneme, rhythm, stress, intonation and sandhi-variation( social, regional, and dialectical variation). The syntactic code encompasses word classes(affixes), and word order(stylistic variation).

35. The semantic code contains word meaning, connotation, dialect, culture, idioms, colloquialism, false starts, pauses, fillers and redundancies. Competency is reached when student is able to comprehend messages in the target language without paying conscious attention to individual components.

36. Enabling skills Willis (1981: 134) lists a series of micro-skills of listening, which she calls enabling skills. They are: Predicting what people are going to talk about. Guessing at unknown words or phrases without panicking. Using one’s own knowledge of the subject to help one understand. Identifying relevant points; rejecting irrelevant information.

37. Retaining relevant points (note-taking, summarizing). Recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc. Recognizing cohesive devices, e.g., such as and which, including link words, pronouns, references, etc. Understanding different intonation patterns and uses of stress, etc., which give clues to meaning and social setting. Understanding inferred information, e.g., speakers’ attitude or intentions.

38. General Similarities between Reading and Listening Both reading and listening comprehension involve the perception and interpretation of discourse. Both reading and listening require interactive work and active participation of the comprehension that possess overall language competence as well as background knowledge and draw upon them in order to decode the message.

39. The ability to understand the main idea as well as details or facts. The ability to identify the relationship among units within discourse. To make inferences. To evaluate the purpose and scope of the discourse.

40. Learning vocabulary by guessing from context is important in both listening and reading. An advantage that occurs in guessing from context in listening is that skilled and sensitive speakers can easily provide extra information if necessary to help with guessing of an unknown word.