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Types of listening comprehension skill development within the curriculum


25 мая 2021, 06:28 | 745 просмотров


What is listening and why do we listen? What is speaking and why do we speak? Will children benefit from specific listening and speaking instruction?

What must we know and do to teach listening and speaking skills?

Listening is more than hearing. It involves following attentively the thread of conversation, the development of an idea, the points of an argument. Like reading, it requires comprehension in terms of past experience of the listener and often involves critical examination of what is heard.

  1. What do effective listeners do?

Effective listeners:

  • connect: make connections with people, places, situations, and ideas they know
  • find meaning: determine what the speaker is saying about people, places, and ideas
  • question: pay attention to those words and ideas that are unclear
  • make and confirm predictions: try to determine what will be said next
  • make inferences: determine speaker's intent by inferring what the speaker means but does not actually say
  • reflect and evaluate: respond to what has been heard and pass judgement.

Kinds of Listening in order to teach listening, we must be aware of the kinds of listening that the average student engages in to successfully complete his education.

Four principles to be utilized in the development of listening skills. They are:

  1. A teacher must keep in mind that any listening activity in the classroom should be a pleasurable rather than a threating experience. Very often, listening on the part of the children is demanded rather than motivated.
  2. Daily class activities should be so planned that the amount of listening required of children is not over-poweringly and impossibly great.
  3. It is extremely important that listening in a classroom situation not be confined to listening by the children to the teacher. It is quite essential that pupils learn to listen to each other and, above all, that the teacher show, by her example, in listening to her pupils, that she regards listening as a valuable and important activity;
  4. Classroom listening should be 'for' rather than 'at'. When the emphasis is on sitting up straight and looking at the speaker, and I do not imply that such activities are good or bad, rather than on the effort to get ideas, facts and either data, the tendency is to emphasize the listening at rather than the listening for character of the activity.

Thus, we can see that a program for the teaching of listening skills depends heavily upon teacher attitude, teacher enthusiasm, teacher example, the integration of listening with the other language arts, and with other areas of the curriculum, the- introduction of specific skills at opportune times and at the appropriate degree of difficulty, the need for individualization of a listening program and finally, the necessity of performance objectives to satisfy the need for evaluation.

Автор:
К.К.Рысханова, Ағылшын тілі мұғалімі, №28 IT мектеп-лицейі