Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus (original) (raw)
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Analysing Teacher’s Difficulties in Teaching Listening
ELTIN JOURNAL, Journal of English Language Teaching in Indonesia, 2018
This research is based on the importance of listening skill for students at Senior High School especially twelfth grade, because they will face the National Examination. As one of English skill, listening is the most difficult skill to be taught and this process cannot be avoided by all teachers who teach English. Moreover, some teachers still get difficulties how to teach listening to students and this research is focused on Analyzing Teacher’s Difficulties in teaching listening. In this research, the writer used case study and qualitative research method. The subject of this research was one of an English teacher at MA Islahul Aqidah Cikalongwetan West Java. The instruments of this research are observation, interview and questionnaire. In short, the results of this research showed that teacher’s difficulties divided into two factors, those are internal and external factors. Internal factors which came from the respondent himself such as; he feels the difficulties in teaching, pr...
Listening is one of the four skills of language. Listening refers to comprehension of teachers’ instructions, stories or poem or any other concepts taught in English in the classroom by the students in this study. Listening leads to speaking. The foundation of listening is laid at primary level.The number of multilingual classrooms is rising in East Delhi Municipal Corporation schools. One of the reasons behind the growth of multilingual classroom are settling of migrants’ population coming from east UP, Bihar, Madhya Pradesh, Rajasthan, Jharkhand, etc. in pursuit of jobs. Parents of the children studying in the corporation schools are employed mainly in daily wages work or low paid jobs. Parents speak their mother tongues in the family at home. Children get exposure of this language constantly at home and their habit of using mother tongue becomes natural for them. They start using this language in the classroom also. Under such circumstances it becomes very difficult for teachers to teach listening and make the learners understand English. English becomes third or fourth language for some students where the mother tongue is the first language, Hindi being the second and English becomes third language. Teachers more often raise their concerns about teaching listening in multilingual classes and creating exposure of English when they attend training at In-Service Teacher Education Institute. In order to have deeper understanding of the challenges faced by the teachers in teaching listening in multilingual classrooms and strategies they adopt to facilitate listening comprehension, I decided to conduct exploratory research on the topic.
Practices in the Teaching of Listening in Grade 9 EFL Classrooms of Mote Secondary School
Science, Technology and Arts Research Journal, 2015
Article Information This study was designed to examine the practices in the teaching of listening in Grade 9 EFL classrooms of Mote Secondary School. The study employed a descriptive survey design to attain the objective. The research used 108 Grade 9 students and 6 English language teachers who were teaching English as subjects of the study. To gather proper data for the study, questionnaire (both for students and teachers) and classroom observations were used. The data collected through questionnaire and classroom observations were analyzed both quantitatively and qualitatively. The findings of the study indicated that the teaching of listening in EFL classrooms (and that of English language teaching in general) is at a critical risk since teachers do not use the pre-listening, the while-listening and the post-listening activities to promote and facilitate the development of listening comprehension and because they never adapt or adopt activities which help students learn the skill effectively. Hence, the study recommended that an intensive training on classroom teaching and on the teaching materials which are currently in use are required for EFL teachers.
Journal of Education , 2014
The purpose of the study was to explore the methodologies that English teachers use to teach listening skills and the challenges that teachers face in their use in secondary schools in the Lubombo Region of Swaziland. The study used a qualitative multiple case study as its design. The population was all Junior Secondary English Language teachers in Lubombo region of Swaziland. Five purposively selected junior secondary English teachers were the study's sample. Semi structured interview, and class observations and document analysis were used to gather data from 5 English teachers sampled from five different secondary schools in the Lubombo Region. The results of this study revealed that there are two major categories of teaching methods that teachers use to teach listening skills in the classroom; teacher training influenced methodologies and communication influenced methodologies Teacher trained methodologies include; small group discussion, question/answer, lecture and pair work and communication influenced methodologies include drama, role play, interview, and storytelling. Keywords: listening skills, methodologies, English Language
Teaching English Listening Skills at the Secondary Level in Bangladesh
Crossings: A Journal of English Studies
Teaching English listening skills, though very fundamental, is usually neglected at the secondary level EFL classroom in Bangladesh. This study primarily aims at discovering the current scenario of teaching and learning of listening skills at the secondary level and the reasons for this negligence. It also examines the English listening skills curriculum offered by the NCTB of Bangladesh. This study further proposes some strategies for the development of listening skills. Data was collected from 130 students and 22 English teachers of 11 schools based on the stratified random sampling. For collecting the data, a typology of mixed methods research (QUAN-QUAL) was performed where the data collection instruments were a semi-structured interview and a questionnaire. Secondary level EFL teachers and students participated in the study. The analysis reveals that in most cases the secondary level EFL teachers do not follow any particular method to teach listening skills and they lack knowle...
LISTENING HABITS OF HIGHER SECONDARY SCHOOL STUDENTS OF ENGLISH: AN ANALYSIS
Listening Skill of any language is the key to all effective communication. Like any other language, listening skill is essential for English Language. English as a language is given very much importance in Pakistan's educational system so the paper aimed to evaluate the listening habits of Higher secondary school students and the observations of their teachers. For this paper, two questionnaires were used to gather data about the listening habits of higher secondary school students. The sample, comprising of 240 students and 200 subject specialists, was chosen from the various institutes of Karachi, the metropolitan city of Pakistan. The data was analyzed descriptively and the recommendations were made on the basis of findings and conclusions.
An Investigation of English Teacher Candidates’ Problems Related to Listening Skill
This article reports a study performed at the ELT Department of Dicle University, Ziya Gökalp Education Faculty. The aim of the study is to examine students’ evaluations of their performances as listeners in English. Another purpose of the study is to determine the listening comprehension problems faced by language learners and the factors that make comprehension easier or more difficult. The analysis of data reveals that the students rate their listening performances as “poor”. In the listening process, they are affected by many factors such as speech rate, tone of voice, lack of visual materials and voice quality of listening materials. It has also been found that language courses offered in High Schools focus on reading and grammar with the purpose of preparing the students for the University Entrance Exam, but afterwards, during their university education, students’ success level in listening is affected negatively. Key Words: Listening skill, language teaching.
An Analysis of Teachers’ Strategy in Teaching Listening
Aksara: Jurnal Ilmu Pendidikan Nonformal, 2020
Listening is the ways of picking up the information delivered by others in daily life, and also is the most important elements in studying foreign language. Several people have, however, problem in listening because they think that listening is the hardest skill to be mastered. To solve this barrier, teachers carry a big responsibility in their classroom. Teachers need to encourage students’ participation through preparing an interesting strategy during listening instruction in order to attract students’ attention to take part actively in listening. This study attempted to investigate the strategy used by teacher in teaching listening. Richard’s theory of listening strategy to include bottom-up and top-down was applied. Through utilizing qualitative descriptive analysis, this study involved three listening lecturers of English Department of Universitas Negeri Gorontalo where they were observed and interviewed. The analysis of data revealed that teachers used mostly top-down process ...
Listening is both academically and institutionally the most neglected skill within Indian academia. Though it may be due to colonial factors, there has been inadequate postcolonial awakening among stakeholders like teachers, parents, and learners to the reality that speech is primary and that listening is the gateway to acquisition of speaking skills and word power. While (effective & intensive) listening is prerequisite to speaking, it is the most important academic skill from the view of the learner. It facilitates students to follow lectures, take notes, and to do all that is imperative in their study. In fact, the amount of students' exposure to listening at the institution becomes the defining criterion for it to be recognized either as an English medium or a regional medium institution. It is therefore a necessity that listening finds appropriate slot within the descriptive and prescriptive syllabi of all English courses at all levels. Furthermore, the teaching and learning of listening in ESL classroom is qualitatively different from that of the mother tongue. Diagnosis of the root cause of the problems in teaching and learning ought to precede strategies and solutions. Teachers as facilitators and students as learners are the starting point for this twin tasks. This empirical study attempts to elicit the teacher attitudes toward teaching listening and learner attitudes toward learning listening. Besides, it also discusses a few pedagogically viable strategies to teaching and learning listening.
ROLE OF TEACHER IN DEVELOPING LISTENING SKILL AMONG STUDENTS
Kala Sarovar, 2021
Abstract The main purpose of this article is to highlight the significance of listening skill in language acquisition. Moreover, the teacher can play vital role in developing this important skill among the pupils for better learning experiences. Listening skill comes first in language acquisition. The first exposure of a child towards language is through listening. We all listened before we read or wrote. All of us are auditory learners first. Listening ability is needed by the students for facing both local and national tests of English tested in written form, so that listening should be learned earlier since kindergarten until the higher education level. The international Listening association claims that 85% of a student's learning is derived from listening. It would be difficult to find a teacher who does not believe that we cannot improve students' learning by teaching them to listen well.