1. Teaching Listening Comprehension
Types of Spoken Language
What Makes Listening Difficult?
Micro-skills of Listening Comprehension
Types of Classroom Listening Performance
Principles for Designing Listening Techniques
July 15, 2019
indawansyahri

2. Types of Spoken Language
Monologue
Dialogue
Planned
Unplanned
Interpersonal
Transactional
Familiar
Familiar
Unfamiliar
Unfamiliar
July 15, 2019
indawansyahri

3. What Makes Listening Difficult?
Clustering
Redundancy
Reduced forms
Performance variables
Colloquial language
Rate of delivery
Stress, rhythm, and intonation
Interaction
July 15, 2019
indawansyahri

4. Micro-skills of Listening Comprehension (1)
Retain chunks of language of different lengths in short-term memory.
Discriminate among the distinctive sounds of English.
Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signaling information.
Recognize reduced forms of words.
Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
Process speech at different rates of delivery.
Process speech containing pauses, errors, corrections, and other performance variables.
Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms
July 15, 2019
indawansyahri

5. Micro-skills of Listening Comprehension (2)
Detect sentence constituents and distinguish between major and minor constituents.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in spoken discourse.
Recognize the communicative functions of utterance, according to situations, participants, goals.
Infer situations, participants, goals using real world knowledge.
From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main ideas, supporting idea, new information, given information, generalization, and exemplifications.
Distinguish between literal and implied meaning.
Use facial, kinetic, “body language,” and other nonverbal clues to decipher meanings.
Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal from help, and signaling comprehension or lack thereof.
July 15, 2019
indawansyahri

6. Types of Classroom Listening Performance
Responsive
Extensive
Reactive
Interactive
Intensive
Selective
Developing top-down, global understanding
Repeating utterances
Eliciting immediate responses
Actively participating in the activities
Focusing on components
Scanning the materials selectively
July 15, 2019
indawansyahri

7. Principles for Designing Listening Techniques
In an interactive, four skills curriculum, make sure that you don’t overlook the importance of techniques that specially develop listening comprehension competence.
Techniques should be intrinsically motivating.
Techniques should utilize authentic language and contexts.
Carefully consider the form of listeners’ responses.
Encourage the development of listening strategies.
Include both bottom-up and top-down listening techniques.
July 15, 2019
indawansyahri