How To Teach Listening Pdf

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However, the (non) listening problem is deeper than students just choosing not to listen. Sure enough, some do, but many just don't know how to listen, because schools don't treat listening as a teachable skill. As a result, the listening skill of many students and later adults is poorly developed.

There are two ways I recently learned about but upon closer examination, they're essentially the same. It makes sense as the elements of good listening are the same regardless of who, what, and where.

Our personal and professional success depends on how well we can absorb, connect, and apply information and how well we can connect with and understand others. Thus, listening is an essential skill at school, work, and in relationships.

To appreciate is to consciously put value on what the other person is saying and setting the intention to learn from him or her. If you tell your mind This is good stuff! it will be and you will benefit.

Asking questions during the conversation or presentation helps understanding and keeps you engaged with the speaker. Asking follow up questions helps with retention of content and furthers understanding and the ability to use the information properly.

Listening is a conscious activity, but most people do not see it as such. Often, we just approach it as something that happens to us and so we miss the point. We are distracted, multitask, and fail to connect to the speaker and the information she conveys. Just think of all the times you had a conversation with a friend or a loved one while browsing on your phone or tablet.

In order to demonstrate your listening skills as an example for your students is to get them talking. Selecting podcasts that touch on socioemotional competencies encourages students to share about their lives and experiences. Learn more about how to find Listenwise podcasts that provide great opportunities for dialogue.

Some teachers find it helpful to set their expectations for listening comprehension early. With an effort to be as clear as possible with directions and explanations, commit to only saying them once. It encourages students to take responsibility for paying attention.

In a virtual classroom, this might be assigning a student (or even a pair of students) to monitor the chat bar and answer procedural questions that classmates are posing. Another option might be creating semi-permanent learning groups that students grow comfortable with where they can ask questions and gain clarification.

Teens really do pick up on skills that are modeled for them, so teachers who include implicit listening opportunities, like those above, will definitely see improvements. However, planning specific opportunities to teach listening comprehension skills explicitly is where teachers will see the most substantial returns.

For instance, a class listening to a debate podcast about whether or not social media is a reliable source of news might have students voice their opinion in reaction to the article by going to different corners assigned beforehand: fully agree, kind-of agree, kind-of disagree, fully disagree. Student groups could then have discussions to present their ideas or to set up a debate.

Another example of a strategy that you can use with students to teach listening skills while encouraging conversation and debate is by using collaborative argument. This activity is also great for building academic vocabulary and listening skills.

Not just to the teacher, but to each other. Collaborative groups allow students to interact with each other to complete tasks. In a remote class, breakout rooms enable students to talk with each other (and listen).

Teachers often think of whole-class or partial-class discussions as avenues for students speaking, but the flip side of speaking is listening. These exercises should be designed to encourage students to demonstrate that they listened critically to their classmates.

Topic: Weather/Countries Functions: Understanding key information Aims: Developing listening skills for details using icons, maps & weather report video Learning new weather words & countries around the world through listening

Topic: Making things Function: Following instructions Aims: Developing listening skills for live detailed instructions to make a fish origami Learning craft vocabulary e.g. fold, unfold, turn around, press

Topic: Fruit & Veg, Food Functions: understanding requests Aims: Developing transactional/top-down listening skills in the context of shopping Learning quantifiers e.g. some, a lot of, and measures e.g. Kilo, a dozen

Topic: Appearance Function: describing people Aims: Developing listening skills for selecting relevant information Learning new vocabulary and phrases to describe people through semi-authentic listening (different accents are featured in the text)

Activity: Listen to six people describing 6 other people they met in different situations Ignore irrelevant information. Focus on their appearance and match the description you hear to the face in the pictures

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Given the importance of listening well to maximize success in and out of school, you might wonder if there are any guidelines for teaching it. In this article, we will review the research on listening comprehension that has developed seven guidelines for teaching listening instruction.

Next, help students connect what they already know with what they will hear in the audio story by asking questions about their personal experiences with the topic. Explain what students need to understand before listening, preview vocabulary words. Invite them to think about relevant prior knowledge, anticipate the subject of the story, or otherwise engage actively in preparing for the story.

Finally, engage students in synthesizing what they learned from listening to the story with a focus on key understanding goals. For example, ask students to respond to listening comprehension questions in writing and then share their responses. This could either be with a partner, small group, or in front of the whole class. Discuss key themes in the story and encourage students to make connections to other texts or experiences. Students can respond to questions about the story through writing, speaking in conversation, recording themselves speaking, or a combination.

These guidelines are adapted from those developed by Michael F. Opitz, a professor emeritus of reading education from the University of Northern Colorado who has investigated numerous literacy topics, including listening, for over two decades. His substantive research on teaching listening resulted in his book, Listen Hear! 25 Effective Listening Comprehension Strategies (Heinemann, 2004). He is the author of and coauthor of numerous books, articles, and reading programs.

I was influenced by a certain Heather Rendall on how to help pupils develop listening skills. She argued like you do that it is not about catching learners out. I took this advice to heart and changed my approach.

Another thing to point out, purely practical of course, is the quality of the listening materials in terms of clarity. I once was at a school back in the days of tapes where copie of copies were used on very dubious machine as well. Once we replaced machines and only ever used a copy of a master, the listening results improved dramatically. Obviously with digital recordings this is not so much the case.

Hi, thanks for your posts, which provide great food for thought! Just wondering whether you could point me in the direction of the research you mention above, regarding listening proficiency being a strong predictor of learning success, please? Thanks a lot.

I am an international keynote speaker, professional development provider, writer of instructional materials, blogger as well as an author of books and articles on language pedagogy.A language teacher for around 30 years, I am the founder of the language learning website www.language-gym.com as well as the winner of the 2015 TES (Times Educational Supplement) best-resource-contributor award. I am the co-author with Steve Smith of the best- selling books for ML teachers 'The language teacher toolkit','Breaking the sound barrier: teaching learners how to listen' and 'Memory: what every language teacher should know (available on www.amazon.co.uk) and hold a Phd in Applied Linguistics (Metacognitive Strategies as applied to second language writing); an MA in TEFL (teaching English as a foreign language) and one in English Literature; a PGCE in MFL and P.E. and a BA in English and French Langs and Lit. I researched Language Acquisition, Essay Writing, Error Correction, Learning Strategies and Learner Training impact on L2-writing proficiency under the supervision of Professor Macaro, Head of the Oxford University Department of Education and Editor of the prestigious ' International Journal of Applied Linguistics' both on my Ph.D and on a large-scale research project in Oxford comprehensive schools (documented in Macaro, 2001's book). My previous jobs include: Head of Italian, Head of French and MFL subject leader at various secondary schools in England (at primary and secondary level). I was also an Italian lecturer at Reading University, which has recently granted me the title of Visiting Fellow, and a language education researcher at Oxford University. I enjoy blogging about language teaching and learning and creating French/Spanish/Italian teaching materials which I publish on www.tes.co.uk where, in the last 3 years, I have uploaded over 2,000 free resources which have been downloaded over 5,000,000 times by over 100,000 language teachers worldwide (my profile: ). Four years ago I co-founded www.language-gym.com, a language learning website packed with interactive self-marking activities and games and a verb conjugation trainer. The website has been recently redesigned and re-launched in a much more user-friendly and stylish form and now offers four languages.I am a keen language learner. I speak English, Italian, French, Spanish and German fluently, get by in Malay and Swedish and I have some basic knowledge of Modern Greek, Japanese, Russian, Portuguese and Farsi. I have a strong grounding in Latin and ancient Greek, two 'dead' languages that have helped me a great deal in life!Finally, I am the proud father of Catrina Jade Conti.Please note: for any bookings please contact me at: thelangu...@gmail.com.

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