PKBK3073

ENGLISH LANGUAGE TEACHING

METHODOLOGY FOR pupils with
LEARNING DIFFICULTIES

TAN SIEW POH

JABATAN BAHASA
 2. LISTENING SKILLS
■ Introduction to listening
■ - Definition and concept of listening comprehension
■
■ Listening comprehension problems
– Factors affecting listening problems
– Listening comprehension problems
■
■ Assessing listening comprehension
■ - Nouns
■ - Adjectives
■ - Verbs
■ - Prepositions
■ - Tenses
■ - Understanding direction and instruction
■ - Understanding discourse
■ - School-based assessment
 2. LISTENING SKILLS

■ 1. Understand the definition and concept

of listening
■ Ii. Identifying factors affecting listening
■ Iii describe how to assess listening
comprehension
 LISTENING SKILLS
■ Process of acquiring a language starts with listening
■ (listening speaking reading writing)
■ After birth, a child hears a variety of sounds and can
distinguish them
 LISTENING SKILLS

■ “Listeningas an aspect of skills involves

neurological response and interpretations of
sounds to understand and to give meaning by
reacting , selecting meaning, remembering,
attending, analyzing and including previous
experience”(Hirach, 1988)
 LISTENING SKILLS

■ “Listening is a highly complex, interactive

process that has been defined as ‘ the
process by which spoken language is
converted to meaning in the mind’. Listening
is more than just hearing.”
■ (Lundstaen, 1979)
 LISTENING SKILLS

■ “Listening was regarded crucial for

communication at work at any level for
employment, job success and general carer
competence and for effective relationship
between supervisor and subordinates.”
■ (Wolvin and Coakley, 1981)
 LISTENING SKILLS

■ “Despite the recognition of the critical role

that listening skills play in communication
and acquisition of language, it remains one
of the least understood skill in language
learning.”
■ (Morley, 1981)
 LISTENING SKILLS

■ “Listening involves the simultaneous organization and

combination of skills in phonology, syntax, semantics
and knowledge of the text structure, all of which seem
to be controlled by the cognitive process. Thus it can be
said that though not fully realized, listening skill is
essential in acquiring language proficiency”.”
■ (Morley, 1981)
 LISTENING COMPREHENSION
■ Active process of receiving and responding to
spoken (unspoken) messages.
■ Entering actively and imaginatively into the other
person’s situation and trying to understand a frame
of reference different from your own
■ Steinberg (2007): Listening is more complex than
merely hearing. It is a process that consists of four
stages: sensing and attending, understanding and
interpreting, remembering
 FOUR ELEMENTS OF GOOD LISTENING
■ 1. attention – focused perception of both visual and
verbal stimuli
■ 2. hearing – physiological act of ‘opening the gates to
your ears’
■ 3. understanding – assigning meaning to the messages
received
■ 4. remembering – storing of meaningful information
 FOUR LEVELS OF LISTENING
■ ACKNOWLEDGING
■ SYMPATHIZING
■ PARAPHRASING
■ EMPATHIZING
■ (passive interactive)
■ Effective listener are able to project all four levels at the
same time.
 ACTIVE LISTENING
■ Involve 6 skills
■ i. Paying attention
■ ii. Holding judgement
■ iii. Reflecting
■ iv. Clarifying
■ v. Summarising
■ vi. Sharing
■ (not mutually exclusive: may all happen at the same time)
 LISTENING COMPREHENSION

The ability to recall and

understand information which is
presented orally
Strong listening comprehension
skills also promote thinking and
problem-solving skills (esp stories)
 FACTORS AFFECTING LISTENING
COMPREHENSION
1. Sensory factors
a. Sights
b. Sound
c. Smell
d. Temperature and humidity
e. Décor
f. Physical comfort
2. Physiological factors
- discomfort
- illness
- fatigue
- stress
 LISTENING COMPREHENSION PROBLEMS

They are trying to listen to every word

-need to cope with missing chunks
-learn to focus on important words
(stressed words)
-give easy tasks that they can do to boost
confidence (identify names, words
repeated)
 LISTENING COMPREHENSION PROBLEMS

They get left behind trying to work out what a

previous word meant.
- hear a word you half remember and find you have
completely lost the thread of what was being said
-trying to figure out the words in context and guess
the meaning
-get pupils to talk about the topic first to bring
relevant vocabulary for the topic area nearer the
front of their brain
-shorter segments or use pause button to give their
brain to catch up
-guess meaning in context
- use logic puzzle
 LISTENING COMPREHENSION PROBLEMS

They just don’t know the most important

words
- pre-teach vocabulary
- can work with reading text first
-build up vocabulary with vocabulary list,
graded readers, monolingual dictionary
etc.
 LISTENING COMPREHENSION PROBLEMS

They don’t recognize the words that they

know
-can’t distinguish different sounds (red, led;
there, their, they’re- homophones)
 LISTENING COMPREHENSION PROBLEMS

They have problems with different accents

- British, American, Australian, Indian,
French
- read out part of tapescript
 LISTENING COMPREHENSION PROBLEMS

They lack listening stamina/they get tired

-second or foreign language: brain reach
saturation point
-build up the length gradually
- make first time listening a success
-not overload brain with new language;
give a break or easy tasks
-can practise outside class or watch
movies with substitles off gradually
 LISTENING COMPREHENSION PROBLEMS

They have a mental block

-struggle with badly graded listening texts
-lack confident due to previous experience
-help build up confidence again with
shorter or easy text
 LISTENING COMPREHENSION PROBLEMS

They are distracted by background noise

- plan listening when it is quiet outside
- cut down noise inside classroom by doing
the first task with books closed and pens
down
- use headphones
- additional challenge by using a recording
with background noise such as a
conversation during a party
 LISTENING COMPREHENSION PROBLEMS

They can’t cope with not having images

-Difficult to cope without multimedia
-set the scene with some photos of people
speaking
-put pictures in order
-using video for a change (for guessing
vocabulary)
 LISTENING COMPREHENSION PROBLEMS

They have hearing problems

-learners with hearing problems
-listening tasks as homework or letting one
or learners read from the tapescript as they
listen
 LISTENING COMPREHENSION PROBLEMS

They can’t tell the difference between the

different voices
-voices that are clearly distinct to a native
speaker can be completely confusing for
non-native speaker
-using texts with one speaker (one woman
or one man)
-count with learners how many times the
speaker changes
 ASSESSING LISTENING
COMPREHENSION

• Choose the kinds of listening tasks that pupils have

normally have to do (instruction and listening to stories)
• Consider the number of speakers
• Story easier than conversation
 ASSESSING LISTENING
COMPREHENSION
• Could be read in front of the class or taped (greater
reliability-can administer several times)
• Room with good acoustics
• Videos better at early stage than audio tapes
• Right length
 ASSESSING LISTENING
COMPREHENSION

• Nouns
• - meaning of words used to label things
• - teacher say pupils point
 ASSESSING LISTENING
COMPREHENSION

• Adjectives
• - show similar objects with different characteristics
 ASSESSING LISTENING
COMPREHENSION

• Verbs
• - pupils perform the action named or point to picture
showing the action
 ASSESSING LISTENING
COMPREHENSION

• Prepositions
• - show pictures of similar objects in different positions
 ASSESSING LISTENING
COMPREHENSION

• Tenses
• -present action, completed action and future action
• - show pictures of similar action at different time.
 ASSESSING LISTENING
COMPREHENSION

• Direction and instruction

• -give instructions and pupils carry out
 ASSESSING LISTENING
COMPREHENSION

• Discourse
• - test whether pupils understand connected text
• - read and ask questions
2019/3/24
 TUTORIAL

• The lecturer :
• Provides examples of activities that can be carried out to develop
listening and speaking skills based on given topics
• The students :
• Plan and demonstrate the integration of listening and speaking
activities in an English language lesson
 TUTORIAL
The lecturer :
Provides explanations and guidelines on test
construction
The students :
Design a test to assess the students’ listening
comprehension of any three of the following
grammatical items or listening skills :
Nouns
 ISL

• Check library resources or the internet for activities and techniques

for teaching various aspects of listening comprehension.
• Based on the information provided on the assessment of skill,
listening skill, create at least three different types of tests. Make sure
you have clear instructions for administering the tests. Make sure the
pictures used are appropriate.