LANGUAGE SKILL: LISTENING

REPORT OF GROUP 3

AURAL COMPREHENSION INSTRUCTION: PRINCIPLES AND PRACTICES

Introduction

By: Maienne Pabroa Second International Association of Applied Linguistics Conference 1969 heralded new views on the importance of:
1. Individual learners and individuality of learners 2. Listening and reading as nonpassive and very complex receptive processes 3. Listening comprehensions being recognized as a fundamental skill 4. Real language used for real communication as a viable classroom model

The Importance of Listening in Language Learning

Speaking does not of itself constitute communication unless what is said is comprehended by another person. Teaching the comprehension of spoken speech is therefore of primary importance if the communications aim is to be reached. - Rivers Perhaps an assumption that listening is reflex, a little like breathing--listening seldom receives overt teaching attention in ones native language--- has masked the importance and complexity of listening with understanding in a non-native language -Morley We should listen twice as much as we speak, four times more than we read and five times more than we write. -Rivers, Weaver

Emerging Recognition of the Importance of Listening in Second Language Study

1972 After all, listening is neither so dramatic nor so noisy as talking. The talker is the center of attention for all listeners. His behavior is overt and vocal, and he hears and notices his own behavior, whereas listening activity often seems like merely being doing nothing -Weaver Mid 1960s and early 1970s Modern-day arguments for listening comprehension began to be voiced by Rivers and others. Newmark and Diller: The need for systematic development of listening comprehension not only as a foundation for speaking, but also as a skill in its own right. 1964 Belasco: I was rudely jolted by the realization that it is possible to develop so-called speaking ability and yet be so virtually incompetent in understanding the spoken language.1971 Morley: Virtually no specialized textbook materials exist in the area of intermediate and advanced listening. 1972 Blair special attention to listening just didnt sell until recent times. 1982

Models of Listening and Language Instruction

Procedure a. listen b.repeat c.memoriz e Value

Model 1 Listening and Repeating Learning Goals Instructional Material To Audiolingual patterstyle match exercises To listen Dialogue To memorization imitate Hearing-and To pattern memoriz matching e model

Advantage Students do pattern drills, repeat dialogues, memorize and imitate pronunciation Disadvantage Higher level cognitive processing , use of

Learning Goals To process discreetpoint informati on Listen and answer question s

Instructional Material Response pattern

Procedur e a. listen b.answe r

Value

propositional language structuring are not in focus

Advantage Manipulate information with speed and accuracy of recall Vocabulary Disadvantage Does not require communicative purpose of information Not interactive

Model 2 Listening and Answering Comprehension Questions

Model 2 MoModel 3 Task Listening

Learning Goals To process spoken discourse To listen and carry out real tasks using information received Instructional Material Student response pattern Procedure a. listen and process information b. use orally transmitted language Value Advantage Task-oriented a. language use task b. language analysis task

Learning Goals To develo p aural/o ral skills, critical listenin g and critical thinkin g, effectiv e speaki ng

Instructional Material Real time give-and-take of academic communicatio n Interactive listeningthinkingspeaking model with bidirectional listening/ speaking

Procedure Ask students to participate in discussion activities Develop three phases of speech a. speech decoding b. critical thinking c. speech encoding

Value Advantage Communicative and task oriented Learners develop the complex array of communicative skills in the four competency areas : a. linguistic b. discourse c. sociolinguistic d. strategic

Model 4 Interactive Listening

SOME PSYCHOLOGICAL DIMENSIONS OF LANGUAGE AND THE LISTENING ACT

By: Rex S. Paulino

THE DYNAMIC PROCESS OF COMMUNICATIVE: ACTIVE, NOT PASSIVE

ANDERSON and LYNCH (1986)
-reject a conceptualization of listening as a passive act, calling it a listener-astape-recorder explanation

LISTENING IN THREE MODES:

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1. BIDIRECTIONAL LISTENING MODE- two-way communication skills 2. UNIDIRECTIONAL LISTENING MODE- one-way communication listening 3. AUTODIRECTIONAL LISTENING MODE- self- dialogue communication BROWN and YULE(1983)- divide language into two major divisions:
a) Language for Transactional Purposes and; b) Language for Interactional Purposes

PSYCHOSOCIAL FUNCTIONS OF LISTENING

1. TRANSACTIONAL LANGUAGE FUNCTION- focus the content and

conveying factual or propositional information

2. INTERACTIONAL LANGUAGE FUNCTION- objective is the establishment

and maintenance of cordial social relationships

PSYCHOLOGICAL PROCESSES

1. BOTTOM-UP PROCESSING- refers to the process of decoding specific

bits of information from input(heard language)

2. TOP- DOWN PROCESSING- refers to the use of world knowledge, past

experiences, expectations, predictions, and intuitions stored in the individuals mind in order to make sense of input (heard language) CHAUDRON AND RICHARDS (1986) noted that Top-Down Processing involves prediction and inferencing on the basis of hierarchies of facts, propositions, and expectations, and it enables the listener or the reader to bypass some aspects of bottom-up processing RICHARDS FUNCTIONS/ PROCESSING CHARTprovides teachers listening lessons that can be cross1 2 classified according to the demands of both the listening function involved and the listening process 3 4 INTERACTIONAL BOTTOM- UP TOP-DOWN TRANSACTIONAL In the bottom-up mode: Cell #1: Listening closely to a joke (interactional) in order to know when to laugh. Cell#3: Listening closely to instructions (transactional) during a first driving lesson. In the top-down mode: Cell#2: Listening casually to a cocktail party talk (interactional) Cell#4: Experienced air traveler listening casually to verbal air safety instructions (transactional) which have been heard many times before

AFFECT AND ATTITUDES

*Affective domain includes attitudes, emotions, feeling, etc. Focus should be on: 1. The ways attitudinal and emotional information may be conveyed, both linguistically and nonlinguistically; 2. Some of the attitudinal language functions that L2 learners need to experience via instructional listening materials

LINGUISTIC AND NONLINGUISTIC CUES TO AFFECT

Its not what you say; its how you say it!

1. LINGUISTIC MESSAGES( The Words)

-in an attempt to convey intended meaning, speakers choose words up to larger pieces of discourse 2. PARALINGUISTIC MESSAGES (Vocally Transmitted Meaning) -the way words, sentences and group of sentences in spoken language are programmed vocally enables them to carry information about how they are to be interpreted

1. EXTRALINGUISTIC MESSAGES (Meaning Transmitted Through Body Language)

-the simultaneous physical messages are being transmitted with the words and vocal information for the listeners to interpret

INTELLECTUAL, EMOTIONAL AND MORAL ATTITUDES

1. Intellectual Attitudes 2. Emotional Attitudes 3. Moral Attitudes

DEVELOPING LISTENING COMPREHENSION ACTIVITIES AND MATERIALS

1. INFORMATION PROCESSING- listening comprehension is an act of
information processing in which the listener is involve in bidirectional, unidirectional and autodirectional 2. LINGUISTIC FUNCTIONS- real world communication can be viewed as serving two linguistic function: interactional and transactional 3. DIMENSIONS OF COGNITIVE PROCESSING- in order for listeners to construct what they believe to be the intended meaning of the spoken language involvement of simultaneous activation and engagement of both bottom-up and top-down should be employed

PRINCIPLES
By: Aivon T. Villanueva
Relevance Transferability Task orientation

1. RELEVANCE Both the listening lesson content and the outcome need to be as relevant as possible to the learner CONTENT- information OUTCOME- the nature of the use of the information Lessons need to feature content and outcomes that have face validity for students

*If students really want to listen, we have accomplished at least part of the task which Strevens calls encouraging the intention to learn 1. TRANSFERABILITY/ APPLICABILITY In order to foster transfer of training, the best listening lessons present in-class activities that mirror life 1. TASK ORIENTATION Notions of task have developed out of communicative teaching and materials production. JOHNSONS Task oriented teaching is teaching which provides actual meaning by focusing on tasks to be mediated though language, and in which success is judged in terms of whether the tasks are performed. MALEY AND MOULDING Focus on instruction which is task- oriented not questionoriented. CANDLIN AND MURPHY The central process we are concerned with is language learning, and tasks present this in form of problem-solving negotiation between knowledge that the learner holds new knowledge. This activity is conducted through language in use, which may, itself, be seen as a negotiation of meaning.

LANGUAGE USE TASKS

- This kind of lesson features specific Listen-and-Do communicative outcomes such as these: Listening and performing actions 4

Listening and performing operations Listening and solving problems Listening and transcribing Listening and summarizing information Interactive listening and negotiating of meaning through questioning/ answering routines

*These listening and language use tasks help students to build the following two things: A. A BASE OF CONTENT EXPERIENCES this will help them to develop expectancies, increase their vocabulary, and build a repertoire of familiar top-down networks of background knowledge in the second language in turn, increases predictive power for future communicative situations including schemata and scripts Schemata -the larger-order mental frameworks of knowledge Scripts -the situation-specific mental frameworks that allow us to predict actors, events, actions, sequences, and alternative outcomes A. A BASE OF OPERATIONAL EXPERIENCES this will help learners to acquire a repertoire of familiar informationhandling operations in the second language that are applicable to future communicative encounters in that language

LANGUAGE ANALYSIS TASKS

-the purpose is to give students opportunities to analyze selected aspects of both language and language use and to develop some personal strategies to facilitate learning language - form language use function

COMMUNICATIVE OUTCOMES: AN ORGANIZING FRAMEWORK

OUTCOME According to Sinclair, an outcome is realistic task that people can envision themselves doing and accomplishing something An essential component in both two-way and one-way communication listening comprehension activities COMMUNICATIVE OUTCOMES: AN ORGANIZING FRAMEWORK OUTCOME OUTCOME 1: Listening and Performing Actions and Operations This category includes responses to tings such as directions, instructions and descriptions in a variety of context. OUTCOME 2: Listening and Transferring Information Two kinds of information transfer are featured: spoken-to-written- hearing information and writing it spoken-to-spoken- hearing information and transmitting it in speech 5 ACTIVITIES/ TASKS Drawing a picture, figure, or design. Locating routes of specific points on a map. Selecting a picture of a person, place or thing from a description.

Spoken-to-written Listening and taking a message (in person or in telephone) by writing down the important information; the purpose is to give another person a clear sense of message. Listening and filling in blanks in a gapped story game in order to complete the story. Spoken-to-spoken

Listening to directions, then passing them along to a third person who must use the information to carry out the task. Listening to a part of a story and repeating it to others. Word games in which the answers must be derived from the verbal clues Number games and story arithmetic problems. Minute mysteries in which students, listening to a teacher or to a tape, read a very short mystery story; this can be followed by small group work in which students formulate solutions.

OUTCOME 3: Listening and Solving Problems Many kinds of activities for either group or individual can be developed in this category. More demanding varieties of problem solving are found in riddles, logic puzzles, and other intellectual problem-solving activities OUTCOME 4: Listening, Evaluating, and Manipulating Information

-These outcomes are intellectually challenging ones in which the listener evaluates and/or manipulates the information received in some manner. - Field trips are challenging and useful for intermediate and advanced learners.

Writing information received and reviewing it in order to answer questions or solve a problem. Evaluating cause-and-effect information.

OUTCOME 5: Interactive Listening-and-Speaking: Negotiating Meaning through Questioning/ Answering Routines -Here the focus of the outcome is on both the product of transmitting information and the process of negotiating meaning in interactive reciprocal listener/ speaker exchange -A wide variety of question types can be used in this kind of activity

OUTCOME 6: Listening for Enjoyment, Pleasure and Sociability - Some of the activities in this category come under the heading of the interactional listening, different from the previous outcome categories, which by and large are focused on the transactional outcomes

Repetition questions asking only for verbatim repetition of information Paraphrase questions asking only for restatement in different words, often words that are simpler and easier to understand Verification questions seeking confirmation that the information was understood correctly by the listener Clarification questions seeking more details or an explanation of item Elaboration questions hat ask for additional information on a point introduced in a presentation Extension questions that ask for information on a new point, one that was not introduced in the presentation Challenge questions that challenge points or conclusion drawn Task with this outcome can include listening to the songs, stories, plays, poems, jokes, anecdotes, or as suggested by Ur general interesting chat improvised by the teacher

SETTING UP A SELF-ACCESS/ SELF- STUDY LISTENING RESOURCE CENTER

A self- access/ self- study listening resource center can be started with a modest listening library of audio and video recorded material and the teacher-time needed to put materials into self- study packets or modules Alternatively, self-access self- study materials can be used in a more conventional language laboratory setting. Whatever the setting, the most important point is that the individual learner has complete personal control over the materials

SKILLS AND STRATEGIES FOR PROFICIENT LISTENING

By: Gemadel Javier Maquiling Introduction: The Importance of Listening in Language Learning A. Beginning Stage of Language Study
It is by listening that they can have the most direct connection to meaning in the new language

Through listening, learners cam build an awareness of the inter workings of language systems at various level and thus establish a base for more fluent productive skills. When students are refining their understanding of the grammatical systems of their second or foreign language, listening can be used to stimulate awareness of detail and to promote accuracy When students are able readers and written language has become a viable source of input, listening should still occupy a central place in their language use because regular program of listening can extend learners vocabulary

A. Intermediate Level

A. Advanced Levels

Theories of Language Comprehension

There are two theories of language comprehension and these are the following: 1) Listening is the primary channel for language input and acquisition 2) Listening comprehension is multilevel, interactive process of meaning creation

Listening is the Primary Channel for Language Input & Acquisition

a) Nida (1957)
She describes the language learning experience of people in Africa, where multilingualism without formal instruction is a common phenomenon People simply go to a place to live & work, they listen without attempting to speak Only after internalizing some part of the language do they try to speak

Learning to speak a language is very largely a task of learning to hear it. -Nida a) Ashers (1969) -proponent of Total Physical Response (TPR) Total Physical Response featured a long preproduction phase in which
students listened, followed commands, and demonstrated their comprehension through nonverbal actions.

b) Krashen &Terrell (1983) `

-proponents of Natural Approach

Natural Approach also a set of a pre speech period for listening only, to
be followed by an early production phase in which students gave answers in single words or short phrases The pre speech period could last for few hours in the case of adult students, or for up to six months with children According to him, reception should precede production because reception enables production

a) Nord (1981)

Listening Comprehension is a Multilevel, Interactive Process of Meaning Creation

a) Anderson (1985) Introduces the three phases of comprehension 1. Perceptual Processing

The listener uses his or her knowledge of the language to recognize meaningful sound units, to determine syllable boundaries, and to identify words Next step, wherein the listener works with the words & phrases he or she has decoded to form meaningful units, which are stored in short term memory The final stage where the listener searches a long term memory for ideas that relate to the new information; when a match I made between old and new information, comprehension occurs.

1. Parsing Phase

1. Utilization Stage

a) Carrell & Eisterhold (1983)

They suggest that background information in the readers mind is of two kinds: the content schemata & formal schemata previous experience with a field.

Content Schemata include cultural knowledge, topic familiarity, and Formal Schemata it has to do with peoples knowledge of discourse
forms, text types, rhetorical conventions, and the structural organization of prose.

Models of the Comprehension Process Clark (1977) viewed listening comprehension wherein the speakers message as
the internal reproduction of that message in the listeners mind, so that successful listening reproduces the meaning much as the speaker intended

Rost (1990)
He placed more emphasis on the goals and internal meaning structures of the listener The listener does not receive meaning but rather constructs meaning Offer a model of comprehension that incorporates the distinction between controlled and automatic processing as well as the active role of the listener in attention & monitoring

Nagle & Sanders (1986)

Principles for Listening Comprehension in the Classroom

Increase the amount of listening time in the second language class Use listening before other activities Include both global and selective listening Activate top level skills Work towards automatically in processing Develop conscious listening strategies

Skills and Strategies

By: Shane Jay Solis Terms to Define:
a. listening process- Listening is a complex processan integral part of the total communication process. b. listening skill-Good listening skills depend on good comprehension. Demonstrate that you understand by restating what you think you have heard. Listening skills are measured by the response of the listener. c. listening strategy-Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.

Types of Strategies
1. Metacognitive Strategies- involve planning, monitoring and evaluating comprehension. 2. Cognitive Strategies- used to manipulate information Ex. Rehearsal, organization, summarization and elaboration 3. Socioaffective Strategies- are less studied but are thought to be particularly important when the listening is two way and meaning can be negotiated between speaker and listener, as in conversations.

Ex: cooperative learning, questioning for clarification and managing ones emotions in the learning situation. *Strategy use varies with proficiency and so the relationship between strategy use and proficiency level is an important one.

OMalley, Chamot and Kupper (1989) - found that effective learners select
strategies appropriate to the processing phase; a. Perceptual Phase- they use focused and selective attention b. Parsing- they prefer top-down strategies c. Utilization Phase- they draw on personal experience and world knowledge simultaneously in building meaning. *In contrast, beginning and low-intermediate listeners rely too much on information. They are less able to revise their schemata when faced with contradictory information and either ignore the contradiction.

A DEVELOPMENTAL VIEW OF LISTENING SKILLS Profile of the beginning-Level Student in Listening

True beginners in a second language lack adequate bottom-up processing skills because they have not yet developed the linguistic categories against which the language must be heard. The novice stage is of very short duration. Almost immediately upon hearing the new language, learners begin to sift and sort the acoustic information by forming categories and building a representation of the L2 system.

Techniques for Global Listening

One important use of global listening is the presentation of new material. Until students are skilled readers, it is best to present new material orally. Texts for global listening should be short, and preceded by a pre-listening activity. Wherever possible the theme and situation of the story should be presented visually by drawing on the chalkboard, overhead projector, or a large poster. Setting the scene in this way activates the learners background knowledge and encourages them to make predictions about the text. New vocabulary can be used in short, illustrative sentences before learners hear it as part of the lesson. The prelistening stage should develop learners curiosity about how all the phrases and words they have heard will fit together in a context.

Selective Listening Techniques

The other half of the listening plan is to bring some of the new contrasts and patterns into conscious awareness through selective listening exercises.

SELECTIVE LISTENING-when you only listen to the things you want to hear.
For Example: Mom: tidy your room dear [No answer] Mom: do you want some chocolate? Child: yes please! The classification of exercises as bottom-up or top-down does not indicate that only one kind of cognitive activity can occur during each exercise. *All listening is to some degree interactive due to the nature of the processing mechanism.

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BY: Michie Joy T. Tobianosa

BOTTOM-UP PROCESSING GOALS AND EXERCISE TYPES, BEGINNINGLEVEL LISTENERS GOALS: Discriminate between intonation contours in sentences
Discriminate between phonemes Listen for morphological endings Recognize syllable patterns, number of syllables and word stress Be aware of sentence fillers in formal speech Select details from the text

TOP- DOWN PROCESSING GOALS AND EXERCISE TYPES, BEGINNINGLEVEL LISTENERS GOALS: Discriminate between emotional reactions INTERACTIVE PROCESSING GOALS AND EXERCISE TYPES BEGINNINGLEVEL LISTENERS GOALS: Use speech features to decide if a statement is formal or informal
Recognize a familiar word and relate it to a category Compare information in memory with incoming information Compare information that you hear with your own experience Get the gist or main idea of a passage Recognize the topic

PROFILE OF THE INTERMEDIATE-LEVEL LEARNER Intermediate-level learners continue to use listening as an important

source of language input to increase their vocabulary and structural understanding. -they may have little understanding of the complexities of phonological rules that govern fast speech -their memory can retain longer phrases and sentences -they can listen to short conversations/narratives that are one/two paragraphs in length Techniques for Global Listening-Learners need to hear authentic texts with reduced forms, fast speech features, false starts, hesitations, errors, some nonstandard dialects and a variety of different voices Techniques for Selective Listening- Learners need a well-organized program or selective listening to focus their attention on the systemic features of the language code

BOTTOM-UP PROCESSING GOALS AND EXERCISE TYPES, INTERMEDIATE-LEVEL LISTENERS GOALS: Differentiate between content and function words by stress
pattern Find the stressed syllable Recognize words with reduced vowels/ dropped syllables Recognize words as they are linked in the speech stream Recognize pertinent details in the speech stream

TOP-DOWN PROCESSING GOALS AND EXERCISE TYPES, INTERMEDIATE-LEVEL LISTENERS GOALS: Discriminate between registers of speech and tones of voice
Listen to identify the speaker or the topic Find the main ideas and supporting details Make inferences

INTERACTIVE PROCESSING GOALS AND EXERCISE TYPES, INTERMEDIATE-LEVEL LEARNERS

GOALS: Use word stress to understand speakers intent Recognize missing grammar markers in the colloquial speech and reconstruct the message Use context and knowledge of the world to build listening expectations; listen to confirm expectations

PROFILE OF THE ADVANCED LEARNER

- Students are no longer simply learning to listen/ listening to learn the language -can listen to longer texts such as radio and television programs and academic lectures -many advanced learners are more skilled at reading than they are at listening

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-may need to include a systemic program of exposing learners to reduced speech

BOTTOM-UP PROCESSING GOALS AND EXERCISE TYPES, ADVANCEDLEVEL LISTENERS GOALS: Use features of sentence stress and intonation to identify
important information for note taking Recognize contractions, reduced forms, and other characteristics of spoken English that differ from the written form. Become aware of common performance slips that must be interpreted or ignored Become aware of organizational cues in the lecture text Become aware of lexical and suprasegmental markers for definitions Identifying specific points of information

TOP-DOWN, ADVANCED LEVEL LISTENERS GOALS: Use knowledge of the topic to predict the content of the text
Use the introduction to the lecture to predict its focus and directions Use the lecture transcript to predict the content of the next section Find the main idea of the lecture segment Recognize point of view

INTERACTIVE PROCESSING GOALS AND EXERCISE TYPES, ADVANCEDLEVEL LISTENERS GOALS: Use knowledge of phrases and discourse markers to predict the
content in the next segment of the lecture make inferences about the text

DIRECTIONS FOR FUTURE RESEARCH

Common theme is the link between proficiency level and strategy use Much of the research to date to date has concentrated on schema use and top-level processing It would be helpful to know about the effects of more intensive classroom practice on bottom-up processing One of the difficulties of comparative studies with low and high proficiency groups is that there is no commonly accepted measure of proficiency in ESL listening. Rubin (1994) reports that ACTFL and Interagency Language Roundtable are working on tests that may serve as a standard in future listening comprehension research Need to know more about the demands placed on students by formal and informal classroom styles, interactional teaching styles, and group work It would be very instructive to replicate a study done by Berne (1998) in which she asked practicing foreign language teachers about their areas of research interests

**---THANK YOU FOR LISTENING--**

*Group 3(LANGUAGE SKILL/LISTENING) Maquiling, Gemadel Pabroa, Maienne Paulino, Rex Solis, Shane Jay Tobianosa, Michie Joy Villanueva, Aivon BSEd 3A
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Submitted to: Ms. Hazel P. Villa

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