Article 3. Summary by Norhazlinna Binti Samsuri.

Author Scott Sheltons article, Teaching Listening to Advanced Learners: Problems and Solutions, emphasizes the problem areas and the solutions using activities, points and approaches in teaching that could enable students to improve the listening skills. The author also informed about the challenging and difficulties in listening for advanced learners. The author stated that he will try to attempt to outline a framework of what listening entails, identify some of the more salient difficulties that students typically have at advanced levels and look at possible reason. Shelton also define listening in his own ways. After explaining the definition of listening, Shelton explains that listening in real life and what students asked to deal with the classroom are difference. The author listed a few listening sources by Penny Ur (1984:2) to support the definition. The author also stated about how and why to listen before he go through the problem areas. Shelton believe that he can helped learners by drawing attention to these listening skills in the classroom to obtain information, improve a relationship, gain appreciation for something, make discriminations, or engage in a critical evaluation. The author stated that the problem for learners, whose exposure to spoken English is limited to the classroom, is becoming over accustomed to one type of discourse, whether it be natural conversation or spoken prose. Lacking exposure to different text types, learners may find it more difficult to understand one or the other. The author supports this assertion by using a combination of personal experience, evidence obtained from recent polls, other professors' opinions, and the results of an experiment he conducted in his own classroom. Here against Shelton points out several potential problem areas by Penny Ur (1984). Scoot Shelton feels that he might also give them exposure to other varieties of English in accordance with their immediate and specific needs as well. According to the article, the author believe that by listening carefully to the students and involving them at a personel level can develop the insight necessary to help them improve their listening skills. The relevance of this article is that it assists readers in determining how listening to and understanding what others are saying, then, is not a passive act as it was long considered to be. It is a vigorous, demanding process, which involves, not only

understanding different accents, pronunciation and intonation as well as semantic implications (lexical and grammatical), but also engaging in activating background knowledge and making educated assumptions. In this light, it ensure a balance of mediums and task types are used in the classroom. The author shows that student also need to create and maintain motivation making certain that students have every chance at success with whatever approach or medium is being used.