makalah tefl ii
TRANSCRIPT
MAKALAH TEFL II
TEACHING LISTENING
Diajukan sebagai tugas mata kuliah TEFL II
Disusun oleh :
1. ALVINA MADARISA2. KRISNA INDAH PUSPITASARI3. MU’ALIFATUN NISA’4. RIA LARASATI
( 2011 E )
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS PGRI RONGGOLAWE
TUBAN2014
Foreward
Praise to Allah SWT who has given taufik, guidance, and inayah so that we all can
still move as usual as well as the author so I can complete the task TEFL II about "TEACHING
LISTENING".
This paper contains about techniques of teaching listeing and the example of material on
teaching listening.
The paper is organized so that readers can add insight or expand existing knowledge about
teaching listening ,easy to read and easy to understand.
Hopefully, this paper can be useful for readers and expanding horizons about teaching
listening and the details.
And do not forget also the author apologizes for any short comings here and there of the
paper's authors do.Please critique and suggestions. Thank you.
January 30, 2014
(Writer)
TEACHING LISTENING
Listening is the language modality that is used most frequently. It has been estimated that adults
spend almost half their communication time listening, and students may receive as much as 90%
of their in-school information through listening to instructors and to one another. Often,
however, language learners do not recognize the level of effort that goes into developing
listening ability.
Far from passively receiving and recording aural input, listeners actively involve themselves in
the interpretation of what they hear, bringing their own background knowledge and linguistic
knowledge to bear on the information contained in the aural text. Not all listening is the same;
casual greetings, for example, require a different sort of listening capability than do academic
lectures. Language learning requires intentional listening that employs strategies for identifying
sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a receiver (the listener).
Listeners often must process messages as they come, even if they are still processing what they
have just heard, without backtracking or looking ahead. In addition, listeners must cope with the
sender's choice of vocabulary, structure, and rate of delivery. The complexity of the listening
process is magnified in second language contexts, where the receiver also has incomplete control
of the language.
Given the importance of listening in language learning and teaching, it is essential for language
teachers to help their students become effective listeners. In the communicative approach to
language teaching, this means modeling listening strategies and providing listening practice in
authentic situations: those that learners are likely to encounter when they use the language
outside the classroom.
Developing Listening Activities
Use pre-listening activities to prepare students for what they are going to hear or view.
The activities chosen during pre-listening may serve as preparation for listening in several ways.
During pre-listening the teacher may
assess students' background knowledge of the topic and linguistic content of the text
provide students with the background knowledge necessary for their comprehension of
the listening passage or activate the existing knowledge that the students possess
clarify any cultural information which may be necessary to comprehend the passage
make students aware of the type of text they will be listening to, the role they will play,
and the purpose(s) for which they will be listening
provide opportunities for group or collaborative work and for background reading or
class discussion activities
Sample pre-listening activities:
looking at pictures, maps, diagrams, or graphs
reviewing vocabulary or grammatical structures
reading something relevant
constructing semantic webs (a graphic arrangement of concepts or words showing how
they are related)
predicting the content of the listening text
going over the directions or instructions for the activity
doing guided practice
Match while-listening activities to the instructional goal, the listening purpose, and
students' proficiency level.
While-listening activities relate directly to the text, and students do them do during or
immediately after the time they are listening. Keep these points in mind when planning while-
listening activities:
If students are to complete a written task during or immediately after listening, allow them to
read through it before listening. Students need to devote all their attention to the listening task.
Be sure they understand the instructions for the written task before listening begins so that they
are not distracted by the need to figure out what to do.
Keep writing to a minimum during listening. Remember that the primary goal is comprehension,
not production. Having to write while listening may distract students from this primary goal. If a
written response is to be given after listening, the task can be more demanding.
Organize activities so that they guide listeners through the text. Combine global activities such
as getting the main idea, topic, and setting with selective listening activities that focus on details
of content and form.
Use questions to focus students' attention on the elements of the text crucial to comprehension of
the whole.Before the listening activity begins, have students review questions they will answer
orally or in writing after listening. Listening for the answers will help students recognize the
crucial parts of the message.
Use predicting to encourage students to monitor their comprehension as they listen. Do a
predicting activity before listening, and remind students to review what they are hearing to see if
it makes sense in the context of their prior knowledge and what they already know of the topic or
events of the passage.
Give immediate feedback whenever possible. Encourage students to examine how or why their
responses were incorrect.
Sample while-listening activities
listening with visuals
filling in graphs and charts
following a route on a map
checking off items in a list
listening for the gist
searching for specific clues to meaning
completing cloze (fill-in) exercises
distinguishing between formal and informal registers
To ways of Listening
Casual Listening
Focussed Listening
Example of Focussed Listening
The trainer will read a text about earthquakes.
The teacher will discuss the key points that should be indentified from the topic.
Listen and write notes in the table.
What are earthquakes?
How are they caused?
How are earthquakes measured?
What precautions are to be considered?
How can it be prevented?
The Use of Authentic Materials in Teaching Listening
Authentic materials can be classified into three categories.
1.Authentic Listening-Viewing Materials: TV commercials, quiz shows, cartoons, news clips,
comedy shows, movies, soap operas, professionally audio-taped short stories and novels, radio
ads, songs, documentaries, and sales pitches.
2.Authentic Visual Materials: slides, photographs, paintings, children’ artwork, stick-figure
drawings, wordless street signs, silhouettes, pictures from magazine, ink blots, postcard pictures,
wordless picture books, stamps, and X-rays.
3.Authentic Printed Materials: newspaper articles, movie advertisements, astrology columns,
sports reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs,
cereal boxes, candy wrappers, tourist information brochures, university catalogs, telephone
books, maps, TV guides, comic books, greeting cards, grocery coupons, pins with messages, and
bus schedules.
Modern Methods of Teaching Listening Skills
Interpersonal Activities
One effective and nonthreatening way for students to develop stronger listening skills is through
interpersonal activities, such as mock interviews and storytelling. Assign the students to small
groups of two or three, and then give them a particular listening activity to accomplish. For
example, you may have one student interview another for a job with a company or for an article
in a newspaper. Even a storytelling activity, such as one that answers the question "What was
your favorite movie from last year?" can give students the opportunity to ask one another
questions and then to practice active listening skills.
Group Activities
Larger group activities also serve as a helpful method for teaching listening skills to students.
You can begin with a simple group activity. For the first part, divide students into groups of five
or larger and instruct them to learn one hobby or interest of at least two other group members.
Encourage them to ask clarifying questions during the activity, and you may allow them to take
notes if helpful. However, as time passes and their skills grow, you should limit students to only
writing notes after the completion of the first part of the group activity. For the second part, have
the students sit in a large circle, and then have each individual student share the name and the
hobby or interest of the group members that she or he met. This second part of the group activity
can also lend itself to additional listening exercises. For example, you may ask students to name
a number of the hobbies and interests identified during the sharing session.
Audio Segments
You can also teach listening skills through audio segments of radio programs, online podcasts,
instructional lectures and other audio messages. You should model this interactive listening
process in class with your students, and then instruct them to repeat the exercise on their own.
First, instruct students to prepare for listening by considering anything that they will want to
learn from the content of the audio segment. Once they have written down or shared these ideas,
then play the audio segment, allowing the students to take notes if helpful. Once they have
gained confidence and experience, repeat this activity but instruct students to not take notes until
the completion of the audio segment. You can use shorter or longer audio segments, and you can
choose more accessible or more challenging material for this type of exercise.
Video Segments
Another helpful resource for teaching listening skills are video segments, including short
sketches, news programs, documentary films, interview segments, and dramatic and comedic
material. As with audio segments, select the portion and length of the video segment based on
the skill level of your students. With your students, first watch the segment without any sound
and discuss it together. Encourage the students to identify what they think will be the content of
the segment. Then, watch the segment again, this time with sound, allowing students to take
notes if helpful for their skill level. After the completion of the video segment, you can have
students write a brief summary of the segment, or you can take time to discuss as a group how
the segment compares with the students' expectations.
Instructional Tips
Whatever method you use for teaching listening, keep a few key instructional tips in mind that
will help both you and your students navigate the learning process. One, keep your expectations
simple, as even the most experienced listener would be unable to completely and accurately
recall the entirety of a message. Two, keep your directions accessible and build in opportunities
for students not only to ask clarifying questions, but also to make mistakes. Three, help students
navigate their communication anxiety by developing activities appropriate to their skill and
confidence level, and then strengthen their confidence by celebrating the ways in which they do
improve, no matter how small.
Lists of 'sub-skills', such as the following :
listening for gist
listening for specific information
listening for detailed understanding
listening for implications
listening as a member of a live audience
listening to audio media