Some Ideas on Listening Practice in the Foreign Language Teaching (original) (raw)
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It has been proven by linguists that the receptive skill of listening is the foundation of all other skills (reading, writing and speaking) and as is stated by Burgess (1994) learners of a foreign language “experience language through listening to it.” However, it is also supported that listening is an “invisible mental process” (Rost, 2011:2; Vandergrift, 2000) which cannot be easily described. It, therefore, needs to be integrated with the other three skills with which it is inextricably interwoven. This assignment aims at presenting a way of implementing listening theory to a secondary school class as well as delineating the process of subsuming all four skills in a coherent and cohesive listening lesson plan. In the first part of the assignment, the instructor’s current teaching situation will be described. In the second part of the assignment an original in-nature lesson plan will be provided as well as reflection upon the teaching of the lesson according to the criteria proposed.
Along with globalization, in our era, international communication has gained importance and thus the first aim of foreign language teaching has been to equip students with communicative competence. In order to communicate effectively and adequately in a foreign language, the students should be provided with real situations in which they would expose to language use and four skills, listening, reading, speaking and writing must be taken as a whole and given equal importance. Nevertheless, from past to present, in foreign language teaching methods, which are shaped according to the aims/requirements of foreign language learning, listening skills have been usually neglected. It is a fact that in the process of mother language acquisition the children stay silent and listen at first and then they start speaking, so it is natural to give place to listening comprehension from the very beginning in foreign language teaching. As the aim of this study is to determine the amount of importance given to the listening skills in Turkish language teaching and to make a contribution to teaching Turkish as a foreign language, a comparative study by taking the Common European Framework of Reference (CEF) as basis has been done at the basic level (A1-A2) using Turkish as a foreign language coursebook 'YeniHitit 1 (A1-A2)' and English language teaching coursebooks 'New Headway Beginner (A1)' and 'New Headway Elementary (A1-A2)' as sample in terms of listening comprehension exercises. This qualitative study has been realized via documentary analysis developing categories taking into account the listening activities in CEF and other studies in the field. The findings have been given in numbers in a quantitative manner, therefore mixed research method can be said to have been used.
IMPROVING STUDENT'S LISTENING SKILLS I. The problem of teaching listening
A new series of English textbooks for students have been used in schools in Viet Nam for some years and there has been a lot of feedback from teachers who have used them. One of the problems they face is that they are not satisfied with their teaching of listening. Although they have been trying to find ways to make their listening activities more effective, the results they obtain are not as good as what they want. Some conclusions have been made to explain the situation. Many teachers stated that the new textbooks which contain a large amount of knowledge, hinder the students' learning. Others stated that they have many weak students who lack vocabulary, grammatical knowledge and have poor pronunciation, reduce classroom learning potential learning environment. Sometimes the problem originates from the teachers themselves. Many teachers think that if they teach in a class with many weak students, they can't spend a lot of time teaching listening. They do not use all of activities they had designed when writing lesson plans because if they do, the weak students can't keep up. II. What the teachers know about teaching listening. All qualified English language teachers know that a listening activity consists of three stages and each stage has its own purpose. There are many different activities to use in each stage. The most important listening skills they should train the students to gain are listening for gist and listening for specific information. They help the students to focus on the information required to finish the listening tasks. What the teacher's do (as mentioned) only work well in the class where there are many good students. Many teachers have the opportunity to attend the workshops on teaching listening. They are trained to use lots of techniques for each stage of the listening. They tried them out at the workshop in the presence of their peers. They received feedback from fellow teachers and useful tips from the trainers. After the workshops, the teachers went back to their schools with the eagerness to apply what they had learnt into their own language classes. Some classes were successful while other's still had problems. There were no improvements from the weak students when they listened to the tape or did the activities instructed by the teacher. This shows that no matter how effective the listening activity itself can be, teachers and students are still facing obstacles in the classroom. III. What we should do to help develop listening skills in English language students. A. Issues relating to the language learners After finding out that our teachers used the listening techniques they were trained in the workshop, but not successfully in every language class, we looked into other issues relating to language learning which have been discovered so far.