Ohne Titel

TEACHING

LISTENING

1. Activation of prior knowledge for improved listening comprehension

2. Systematic presentation of listening for main ideas, listening for details, and listening and making inferences

3. Stimulating integration of real-world cultural information for students to know and share

4. Presentation of extensive listening tasks leading to personalized speaking

Activation of prior knowledge is perhaps even more important in listening than in reading comprehension

Prior knowledge is a part of the cognitive model of language processing as it says that when people listen or read, we process the information we hear both from the top down and from the bottom up.

It is important to give students the opportunity to use what they already know, their prior knowledge, so that they can carry out their tasks or activities as well as helping them to have a better understanding of various aspects of the language.

We always have a purpose to listen, so whatever aspect we listen to is interesting and captures our attention, we listen in different ways according to our purpose helps us to listen more effectively.

We can help students listen more effectively by spending some time teaching them about their purposes. One way to do this is to use a simple dialogue focusing and prioritizing all the details.

The main place where language is situated is in culture. Most students of a foreign language are interested in the culture of the places where the language they are studying is spoken. English presents an interesting case since it is an international language.

One result of the widespread use of English is that there is a information gap between many of its speakers. Students will naturally want to share their own culture and learn about other cultures through English. This exchange of culture is potentially very motivating.

The basis on which most of the motivational research has been conducted is the distinction between instrumental motivation and integrative motivation.

When we think of listening to textbooks and classes, we tend to think of students listening to a recording and doing an assignment. This type of activity is important because lets you see how students improve their listening skills extensively.

A great example is that it is natural in listening courses, to give students the opportunity to practice listening to other students, as well as to an audio recording.