Flashcards
What makes listening difficult?
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- 1WHAT MAKES LISTENING DIFFICULT?-Student: Carola Esquivel
-Course: Teaching Thecniques for Listening and Speaking
-October 2019
- 2—Listening plays a vital role in daily lives. People listen for different purposes such as entertainment, academic purposes or obtaining necessary information. As for foreign language learning, listening is of paramount important since it provides the language input, and without understanding input appropriately, learning simply can not get any improvement. In addition, without listening skill, no communication can be achieved.
As for that, language learners, especially those who learn English as a foreign language in a non-native setting, find it difficult to acquire good listening skill.
- 3What makes listening difficult?When designing lessons and techniques that are exclusively for teaching listening skills, or lessons that have listening components in them, a number of special characteristics or spoken language need to be taken into consideration. Second language learners need to pay special attention to such factors because they highly influence the processing of speech and can often block comprehension if they are not attended to. In other words, they can make the listening process difficult.
- 41. Clustering Fluent speech is phrasal, not word by word .Learner can organize their output cognitively & physically through such clustering.Encourage conversation.
Every social interaction gives students a new opportunity to practice language. Ask questions, rephrase the student’s answers, and give prompts that encourage oral conversations to continue.
- 52. Redudancy One of the major problems of students practicing listening comprehension in English knows where to focus attention. They often attempt to hear and understand every word of a sentence, believing that each one has equally important.Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. - 63. Reduced forms While spoken language does indeed contain a good deal of redundancy, it also has many reduced forms. Reduction can be phonological, morphological, syntactic or pragmatic.Model syntactic structure:
Your students may not use complete oral syntax in informal speech, but encourage them to do so when they’re in the classroom. When a student uses fragmented syntax, model complete syntax back to them. This builds oral language skills and gives students practice in a skill necessary for mastering written language.
- 74. Performance Variables In spoken language, except for planned discourse, hesitations, false starts, pauses, and corrections are common. Native listeners are conditioned from very young ages to “weed out” such performance variables whereas they can easily interfere with comprehension in second language learners.Remind students to speak loudly and articulate clearly:
Ask students to feel the muscles used for speech while they’re talking and monitor their volume and articulation. Remind them that clear and loud-enough speech is essential for holding the attention of the group and communicating their information and opinions effectively.
- 85. Colloquial Language Learners who have been exposed to standard written English and/or “textbook” language sometimes find it surprising and difficult to deal with colloquial language. Idioms, slang, reduced forms, shared cultural knowledge are all manifested at some point in conversations.Use visuals:
Whether it’s pictures or acting something out, visuals are another great way to convey meaning and help students remember what they’ve learned. After all, a picture is worth a thousand words, and actions speak louder than words. Drawing or acting out idioms can make a great review game, too. Have students draw or act out an idiom while the other students try to guess it.
- 96. Rate of Delivery Learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses. When listening, the learner may not always have the opportunity to stop the speaker. Instead, the stream of speech will continue to flow.Reporting:
Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.
- 107. Stress, Rhythm and Intonation The prosodic features of the English language are very important for comprehension. As a stress-timed language, English speech can be a terror of some learners as mouthfuls of syllables come spilling out between stress points. Also, intonation patterns are very significant not just for interpreting such direct elements as questions and statements and emphasis but more subtle messages like sarcasm, endearment, insult, solicitation, praise, etc.Contradictions:
A very clear and even entertaining part of sentence stress is when it is used for saying the opposite of what you just heard, e.g. “I heard you have 10 brothers”. “10 brothers? Are you crazy? I have ten COUSINS!” There are many fun practice activities for this, e.g. giving one student the false sentence and the other the true one. The person with the incorrect sentence has to listen carefully to the stress in the correction in order to work out which bit they should change to guess the right answer.
- 118. Interaction Unless a language learner’s objective is exclusively to master some specialized skill like monitoring radio broadcasts or attending lectures, interaction will play a large role in listening. Conversation is especially subject to all the rules of interaction: negotiation, clarification, attending signals, turn taking, and topic nomination, maintenance, and termination.Create opportunities to practice effective social skills both individually and in groups. Model effective social skills in the classroom through praise, positive reinforcement, and correction and redirection of inappropriate behaviors. Provide role-play scenarios that build social skills.
- 12Conclusions1. Effective listening in classrooms is about more than hearing and a working knowledge of language.
2. Other factors affect listening comprehension in classrooms, where teachers utilize oral presentations to teach new content to students. If students struggle with listening comprehension they will struggle to learn material presented orally.
3. Having an awareness of the factors that affect listening comprehension helps teachers better address the needs of their students.
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- Magisterio (Educación) Flashcards on What makes listening difficult?, created by Carola Esquivel on 16/10/2019.
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