"Listening Strategies" in: The tesol encyclopedia of English Language Teaching
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13.BaoD.GuanC.2019.Listeningstrategies
Pedagogical implications
Teachers’ role in understanding learners’ existing strategy use is of great impor- tance, which requires teachers to be equipped with knowledge and understanding of the listening process to assist students’ listening practice effectively. Below are five key areas of learning support that teachers might like to consider. eelt0588.indd 3 28-12-2018 19:38:46 Listening Strategies 4 First, learners need to be aware of their use of strategies and try to improve strategies for enhancing listening ability. Such awareness maybe directed towards the sequence of listening, differences between more‐and less‐proficient listeners, listening strategy instruction, and identification of listening problems. There is also the need to be equipped with a wide array of skills required for developing effective listening ability such as word recognition, guessing, comprehending, body language, conversation responses, language prosody such as rhythm, stress and intonation, and lip‐reading. Lip‐reading assists learners in connecting ges- tures with sounds, which, according to (Nunan, 2002) is useful particularly for listening practice among lower‐level learners. Second, understanding the text types, genres, and the nature of tasks is also a necessary step to consider. Teachers should be able to assist learners in devel- oping appropriate mental and emotional responses to various tasks and listening focuses. When learners become aware of the nature of such demands, they will be in a better position to evaluate and manage the requirements of different tasks. Third, teachers need to be aware of the negative attitudes and beliefs that learn- ers hold, which could make progress difficult to achieve, such as expectation of perfection, self‐perception of low‐ability, awareness of peer pressure, and anxiety toward failure. Such thinking can be reduced through goal‐directedness, good attention, background knowledge of the listening content, and recommendation of appropriate strategies. Fourth, learners need to be exposed to a wide range of listening materials that tap into many diverse listening strategies. Such materials should come in a vari- ety of forms and levels, which may be coupled with teacher and peer input as well as interaction as an information source in combination with other skills. A useful method of listening development is extensive listening, which has origi- nated from extensive reading, an approach that aims to improve a variety of reading skills through exposure to materials that approximately match profi- ciency level. It is through exposure to extensive and various listening texts that learners gain opportunities to practice and refine their listening process, recog- nize linguistic and lexical features, and increase cultural knowledge related to the target language. Finally, a good understanding in students’ interactions with digital media is helpful in teachers’ decisions toward effective instruction of listening strategies. In today’s context, where communication technology and business environments have changed considerably in recent years, multimedia learning environments can assist second language students in the process of listening comprehension as well as the awareness of what skills can be employed for listening. For example, the use of pictorial annotations, that is, associating words with images, can support learn- ers in the acquisition of new vocabulary that plays a role in comprehension (Fernández‐Pacheco, 2016). Download 0.49 Mb. Do'stlaringiz bilan baham: |
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