Article 3: While-Listening Stage (Syarifah Zainab Syed Abd.

Rahman, 2006)

While-Listening Stage

Purpose of the WhileListening Stage

Type of WhileListening Work

Factors Affecting the Choice of WhileListening Activities

Activities for the WhileListening Stage

For listening comprehension, i.e. to develop the skill of getting meaning from spoken language and to expose learners to segmental and supra segmental features of the language.

Intensive and Extensive Listening

There should be a mixture of both types in listening activities.

1) The possibilities of varying the level of difficulty if required (activities must be suitable to students' profieciency level). 2) The inconvinience of carrying out activities which require oral response in classroom (internal and external factors e.g. noises). 3) Whether students do the listening work in class with teacher or on their own. 4) Whether the while-listening activities generate materials/ideas that can be used for post-listening.

1) Marking/checking items in pictures 2) Identification 3) Storyline picture sets (sequencing) 4) Putting pictures in order 5) Following route 6) Completening grids (train/plane schedules) 7) Completing form/charts 8) Labelling (location/direction) 9)Text completion/gap filling (completing songs and poetry)

Article 4: What makes a good listening text? (Wilson, 2008)

Listening Texts and Listening Startegies What makes a good listening text?

Content

Delivery

Interest Factor Students will listen attentively to an interesting text.

Length Students could only cope with limited amount of information/input because they have to listen and process at the same time.

Entertainment Factor Funny, enjoyable or gripping texts help to attract students' interest.

Quality of recording High quality recording helps students to listen better. Avoid any disturbance.

Cultural Accessibility The text must be acessible to students. The concepts/contents of the text should be stuitable with their cultures. Speech Acts They should not be too technical, fixed or static. For lower level, the more pridictable and familiar the speech act is, the more easily to be understood. Discourse Structures phenomenon - example cause - effect probelm - solution Density The amount of information in the text influences the students' understanding. Redundancy gives listeners a chance to process the content effectively. Language Level Language level must be suitable students' language proficiency. Too many new lexical items and high-level grammatical structures will cause difficulties.

Speed and numbers of speakers Rapid speed is more difficult for students. Confusion might occur if there are lots of speakers in the listening tape. Accent Teachers do not neesd to sound or use listening tapes which sound like native speakers. It might bring difficulties to students to understand.