Usage of Pictures in Language Learning

Research conducted by Zafar Abbas

Roll No. BI587070
Registration No. 16-PDN-01446
Subject The Language Skill-II (5660)
Semester Autumn, 2016
Diploma TEFL
Under Supervision of Dr. Prof. Muhammad Asif

ALLAMA IQBAL OPEN UNIVERSITY, D. G. KHAN CAMPUS

Introduction

Listening skill has been neglected in our Pakistani educational set up.

Objectives
The objectives of the present study are:

1. To highlight the importance of listening in language classroom.

2. To explore effectiveness of listening on writing task.

Statement of Problem

Develop writing task that follow-up listening activity, keeping in view stages of listening

Research Questions

1. Does listening affect writing skill?

2. How listening and writing skill can be integrated?

Hypothesis

1. After listening students can develop better writing structure vocabulary while writing
task.

Research Methodology

Integrated listening-to-writing tasks were selected as material for this research paper. Two
graduates were as participants in doing the tasks as language learners. The current study is
descriptive research in which quantitative research design is used to test hypothesis. Five stages
of listening were connected to the writing tasks. Developed writing tasks are attached herewith.

Rhythmic Organization of Spoken English

Connected speech is a technical term used for words that combine to form complex
constructions. The speed and rhythm of speech can cause some segments to adopt weaker
articulation, some to drop out some to be inserted and some to change character all together.
There are a number of consonants concerning rhythmic organization of English and triggers
following processes.
Data Analysis

For the comparison between results of Assimilation, Elision and citation form of Pakistani
graduates chart was drawn which clearly mentions that Touheeda performed slightly better.
Reason was she had internet access at home and she had been watching youtube videos. All
the others failed badly to pronounce assimilated and elided forms of words. By not using
assimilation and elision (given in table 1 & table 2) students’ pace and fluency was not
observed. Hypothesis stands false.

10

6
Assimilation
5
Elision
4 Citation form

0
Touhida Saeed Uzma Sehrish Salman Wajid Fehmida Naeem Fiaz Imran

Chart 1. Assimilation, Elision, citation form of Graduate Students

Conclusion

After analyzing by chart to justify the hypothesis, researcher’s findings are given below:

Findings

After a detailed analysis of the result the researcher has the following findings.

1. Pakistani graduates use elision forms to some extent almost to negligible level.
2. Pakistani graduates do not use assimilated forms.
3. Assimilation and Elision are important factors influencing fluency
Suggestions and Recommendations

In present study researcher suggests following as remedial measures to overcome

mispronunciation

1. Assimilation and elision should be taught to bring positive results for better
pronunciation and fluency in speech.
2. Videos on Internet should be used to enhance listening skills.
3. Conversation should be held with native speakers of English language.
4. Connected speech should be focused instead of citation forms. (isolated words
pronunciation).

References

1. bbclearningenglish.com
2. linguistic-online.com
3. Improving Listening Skill Through Teaching Assimilation and Elision, 2012.
4. ‘The effects of Assimilation and Elision’ Ali Kamali Baghrahi of Islamic Azad University
Iran 2014.
Appendix

TABLE 1. FOR ELIDED WORDS / PHRASES

Listening stage 1 (Create expectations within the students)

Students will write answer to these question

1. What is the scene in the picture?

______________________________________________________________________________

______________________________________________________________________________

2. What are the people doing?

______________________________________________________________________________

______________________________________________________________________________

3. What is the woman on the left doing?

______________________________________________________________________________

______________________________________________________________________________

4. Do you think there would be any bargaining here?

______________________________________________________________________________

______________________________________________________________________________

5. Do you know how many markets are there in your city?

______________________________________________________________________________
Listening Stage 2 (Teacher sets a task, gives a purpose for the listening)

Listen and answer the following questions

1. What was first market in listening task?

______________________________________________________________________________

2. In the picture was it shop or stall?

______________________________________________________________________________

3. Were the prices marked?

______________________________________________________________________________

4. What bazaar of Rawalpindi she mentioned in listening dialogue?

______________________________________________________________________________

5. What you can buy in Mooti bazaar?

______________________________________________________________________________

Listening Stage 3 (Student listen and perform task)

In this stage students’ 2nd stage answers are collected and distributed randomly to other
students and audio recording is played again. Now they are asked to correct the wrong
answers.

Listening Stage 4 (Feedback)

Now teacher collects all last stage material and distributes it to concerning student and say to
read it aloud so that others can listen it. If there is some mistake, teacher makes them correct.

Listening Stage 5. (Follow-up task)

At this stage students are asked to write a paragraph on ‘A visit to the Market’

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________