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LISTENING SKILLS (TEACHERS (Appropriate Tasks in Communicative Approach…
LISTENING SKILLS
STUDENTS
PROBLEMS & SOLUTIONS
- Unfamiliarity with the appropriate listening strategies to perform better and faster in listening tasks
Through FFI instruction, the teacher can explain some useful strategies to the learners (e.g., note taking) so that they can listen better and perform better in listening tasks
- Lack of L2 vocabulary knowledge
In the CLT approach, adequate emphasis is given to vocabulary learning and use.
- Unfamiliarity with L2 pronunciation and accent in general
engaging in real-life listening activities (e.g., watching movies, series, talking to native speakers, etc.)
- Lack of L2 grammatical knowledge
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- Unfamiliarity with the context of listening task (topic of lecture or dialogue)
Teachers can give pre-task warm-ups to the students so that they background information is activated (CLT Approach)
- Lack of cognitive focus while doing the listening task
FFI instruction can help learners practice focusing and note taking at the same time. This cognitive strategy can help learners focus on relevant pieces of information and note them down quickly
- Task difficulty: listening for general information or specific details
Through the tenets of CLT and FFI instruction, learners can practice focusing on specific pieces of information in authentic tasks. They can also improve by some metacognitive strategies like notetaking.
- Task difficulty: the speed of the speaker’s talk in the listening task
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- Long spoken text interferes with learners' listening comprehension.
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- Psychological factors: learners feel nervous when they don't understand the spoken text
learners should have opportunities to practice lots of different listening tasks so that they get familiar with such tasks and the amount of anxiety as a negative affective filter is reduced
- Unfamiliarity with reduced forms and aspects of connected speech
FFI instruction can help learners first focus on problematic forms then practice them in real-life communicative tasks.
14- Problems related to the speaker:
-Difficulty in understanding the meaning of the spoken text without seeing the speaker's body language.
Teachers and syllabus must include lots of authentic listening activities and tasks so that learners become familiar with getting the most of the information from just an auditory channel.
TEACHERS
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Models of listening (Lynch & Mendelsohn, 2010)
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REFERENCES
Alam, Z. (2010). Developing Listening Skills for Tertiary Level Learners. Dhaka University Journal of Linguistics, 2(3), 19-52. doi:10.3329/dujl.v2i3.4141
Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom, International Journal of Academic Research in Progressive Education and Development, 2(2)
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Definition Of Listening
According to Thomlison's (1984) listening is the ability to identify and understand what others are saying. This process involves understanding a speaker's accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning. An able listener is capable of doing these four things simultaneously.