Teaching Listening

TEACHING LISTENING

• 
• Caption: Andrea Hernandez 8

Introduction

• The objetive of teaching listeningin the classroom is to prepare the students and help them to learn the function of real-life listening situations.
• 

Real Life Listening Situations

• People listen the other people in their own mother tounge. And the people need to be able to understand what the other people are saying to answer satisfactorily.
• Examples of real-life listening situations:
• telephone call
• watching television
• instructions
• music
• 

Characteristics of real-life listening

• The informal spoken discourse: it is the casual and spontaneous conversations that we have daily and it includes: pronunciation, vocabulary, grammar, noise, redundancy, non-repetition and brevity of chunks.
• Listener expectation and purpose: the listener always known what he is going to be said next and always have expectations of what is going to be said next.
• looking as well as listening: when we talk to someone we always see or feel what we are talking to.
• ongoing: we always respond at intervals, we never responds at the end of a conversation.
• speaker attention: the speaker always directs his or hers attention to the listener.

Real-life listening in the classroom

• We have to prepare the students to give positive and effective functioning outside the classroom, so we have to provide activities that helps the learner to practice.
• Listening activities based on the real life are more motivating and succesfull for the students.
• 

Slide 6

• Its suggested to be the nearness to real-life listening with pedagogical authenticity of listening to help, develop and motivation of the student, we have to let our students to listen more than once if they need it to get more practice and chance to succeed.
• 

Practical Implications

• Listening texts: some of the listening practice should be made by us and improvise for the students in order to be heard only once.
• Listening tasks: Provide to the students some idea of what they are going to hear and ask what they are going to do with it.
• Ongoing listener response: we have to keep the students active during the listening rather than only hearing, it prevents boredom and keep them busy.

Learners Problems

• Some of the students of a forgein language have problems to underestand, this are examples of the most common problems that the students present and how the teachers can help them to deal with it:
• Cant understand to fast: we have to start talking a little bit slowly and then go faster and more fluent in order to help the stdents to catch the rithm.
• Need to hear things more than once: We have to provide material to the students that have redundant passages and let them make cuestions and use repetition.
• Trouble with sounds: Some times when they are learning a foreign language you may feel insecure about what you hear, so we have to talk with good pronunciation an good tone.

Types of activities of listening

• No overt response: In listening they only listen and during they are listening the dont have to do anything, but the body language will tell us if they are having problems in activities like:
• stories
• songs
• films
• theatre
• videos
• Short responses:
• Obeying instructions: ask to your students to do little things, like close or open a door or window to see if they understand.
• True/False: provide to the students a worksheet with true or false cuestions and then play an audio to answer the worksheet.

Adapting Activities

• Some of the most modern tools or activities that we can buy sometime they have activities that are too difficult, simple or to easy for the level that the students are used to, so we can add aditional content, activities or make them easier or hardest to get a satisfactional answer.
• 

Slide 11