UNIVERSITI UTARA MALAYSIA

COLLEGE OF ARTS AND SCIENCES

PUSAT PENGAJIAN PENDIDIKAN & BAHASA MODEN

SUBJECT:

SGRE3063
LISTENING AND SPEAKING SKILLS
TOPIC:

PROBLEM IN LISTENING FACED WITH THE PUPILS

LECTURER:

PN. FAHAINIS BINTI MOHD YUSOF

PREPARED BY:

217275 AHMAD TARMIZI BIN MOHAMMAD HASHIM

217326 BADRUL HISHAM BIN MOHD RIDHWAN

LISTENING SKILLS
(YEAR 5 K.B.S.R.)
1.1.1 Listen to and repeat words that contain the following sound:
(ii)

final consonants.
-/t/ and /d/

1.1.2 Listen to and identify different types of letter sounds.

1.1.3 Listen to and group words according to the same sounds.

1.2.3 Listen to and repeat chants, poems, rhymes and songs paying attention to
pronunciation, stress and intonation correctly.

MATERIALS

PROBLEM IN LISTENING FACED WITH THE PUPILS

Listening Comprehension

Listening comprehension is the receptive skill in the oral mode. When we speak of
listening what we really mean is listening and understanding what we hear. Listening
comprehension also is more than just hearing what is said; rather, it is a pupils ability to
understand the meaning of the words he hears and to relate to them in some way. When
pupils hear a story, for instance, good listening comprehension enables them to understand it,
remember it, discuss it, and even retell it in their own words. This is an important skill to
develop even at an early age, because good listeners grow up to become good
communicators.

An important factor in listening is whether or not we are taking part in the interaction.
Eavesdropping on a conversation is very different from actually participating in one. Because
of this, it may seem a waste of time to involve learning in classroom task in which pupils are
involved in listening to conversations among other people. In this case the teacher could
provide learners with strategies for comprehending conversation outside the classroom in
which they are not actively involved, but which may provide them with input to feed their
teaching learning process, finally their pupils will get a better result in their examination.

The first problem pupils have is predicting what the speaker is going to say with. In
fact, the prediction brings about a number of advantages to pupils in their listening
comprehension. The problem is believed to cause by the habit of listening to word by word.
They do not focus on any particular cues which help them predict what is going to be talked

about. However, in every listening task, cues are provided indirectly that well-trained or
experienced listener could recognise it naturally. For instance, the title of the task can help
learners to guess the points coming next. In addition, prediction can be made by photos,
maps, charts or anything that provided in the listening. Besides, making questions relating to
the listening topic would keep pupils motivated and improve their comprehension.

There would be no worry if these questions do not match the next points in the
listening task. Creating predictions questions, would maintain the pupils focus on their tasks.
Furthermore, the answers to these prepared questions in the pre-listening stage could be the
actual main ideas of the listening task. In this way, prediction question is such a useful way
for comprehension improvement.

The second problem is the limitation of vocabulary power. Some listeners thought
that meaning resides within the unfamiliar words so they need a huge amount of vocabulary.
On facing a new word, they tend to find out the meaning rather than infer it from the context.
Here are some techniques for references:

The first and most basic strategy is to use the clues which are the words or phrases
coming after the unknown words. Nevertheless, pupils have to make sure that they do
not spend much time on guessing the unfamiliar word or they will miss the speakers
next point. In addition, the speakers may use synonyms, antonyms or appositives to
explain the words.

The third problem is recognizing the main points in listening comprehension. If pupils
cannot obtain any main points, failure will be an inevitable result. Most of the pupils cannot
recognise the main points in a listening because they concentrate too much on listening to

word by word. Thus they cannot identify the key words or the content words of the listening
tasks. However, there are clues suggested to identify the main points in listening.

Discourse marker is considered to be the bridge that leads to the points. It is such a
natural thing that the speakers often signal the main points with discourse markers. Different
markers with particular expressions keep listeners catch up to the turning points of the task.
Marker of addition (in addition, moreover, furthermore, etc.) announces a modification or an
addition to an idea while marker of cause and sequence (because, due to the fact that, as a
result, consequently) informs us the reason and the result of a fact or an action.

Repetition is supposed to be the signal of main points. When a word or phrase is

repeated for several times, possibly it covers the important points.

The speed of the speech also supplies cues for catching the main points. As a matter
of fact, the natural talk is very fast to second language learners so it makes up some trouble to
the non-native speaker. Nevertheless, in the streaming of listening pupils would notice that
sometimes the speaker speaks a bit slower and clearer than he did before. This is mostly the
points of the listening. It is the chance for pupils to capture the necessary information in a
listening text. Emphasis is a natural factor in speaking so speaker also emphasizes to signal
the most significant ideas. What pupils should do is to pay attention to the speed and the
intonation of the speaker and identify the points.