İngi̇li̇zce Öğreti̇mi̇nde Ders İçeri̇ği̇ Geli̇şti̇rme - 10. Hafta Ders Sunusu (Bi̇ri̇nci̇ Kisim) - 29kasim2022

KURUMSAL İLETİŞİM DİREKTÖRLÜĞÜ
Directorate of Corporate Communication
KAZIM KARABEKİR EĞİTİM FAKÜLTESİ

Kazım Karabekir Faculty of Education
Some Guidelines for

Developing
Listening Materials
(First Part)
Dersin Adı: İngilizce Öğretiminde Ders İçeriği Geliştirme
(Course Content Development in ELT)
Dersin Hocası: Doç. Dr. Savaş Yeşilyurt
CONTENTS
 The Nature of Listening Skill
 Types of Listening Practice
The Nature of Listening Skill

Listening
 Receptive skill
 The first language skill developed in L1 acquisition
 The most unnoticed of the four skills in EFL contexts

Traditionally, speaking was emphasized more than listening.
However, with the emergence of Comprehension Approach and

Natural Approach more attention was paid to listening.
These approaches put their emphasis on oral perception rather than

production.
Comprehension Natural Approach

(-based)
 Based on communication
Approach  Vocabulary
 Mental Processes
(cognitivism)  A lot of (interesting)
comprehensible input
 Comprehension of
Language Input  Visual aids
 Listening > Reading >  Listening and Reading (first)

Writing > Speaking  Focus on meaningful
communication (not on form)
Krashen (1985) stresses the importance of comprehensible

input before language production. This view emphasizes the
role of listening in L2 situations.
Language learning is also «learning to build a MENTAL

MAP OF MEANING», and cognitive maps are built
through listening.
What makes listening

difficult?
Process of Listening
 Hearing
 Selecting
 Attending (paying attention)
 Understanding
 Remembering
 Evaluating
 Responding
Types of Listening Practice

Classifications for listening

One-way Conventional views: the aim of
Listening listening was to transfer
information through one-way
listening (use of monologues).
Contemporary views: favor two-
way listening similar to every day
interactions (focus on dialogues for
Two-way their dynamicity and their
Listening interactive nature)
Brown (2001) suggests six Rost’s (2011) classification

types of classroom listening (very similar) consists of:
performances:
 Intensive  Extensive
 Reactive  Selective listening listening
 Intensive  Extensive  Selective  Responsive

listening listening
 Responsive  Interactive  Interactive  Autonomous
listening listening
Intensive listening
Intensive listening focuses on This analysis may happen at the
such elements as phonology, level of sounds, words, and
syntax, and lexis. grammatical, as well as
pragmatic, units.
It is defined as “listening to a Intensive listening is a good

text closely, with the intention vehicle to practice language–
to decode the input for focused learning.
purposes of analysis”. It involves deliberate learning of
pronunciation, vocabulary,
grammar, and discourse.
Intensive listening
Activities for intensive listening can be dictation,
elicited repetition, error spotting, and simultaneous
interpretation.
Selective listening
Selective listening refers to scanning
the audio materials selectively to
«Selective listening is
gather certain information. necessary for more
Selective listening is listening with a extended and more
planned purpose in mind. complex listening activities
in academic contexts»
It refers to attending to only what
you want to hear and turning out
everything else.
Selective listening
One major difference between The following can be asked for
selective listening and intensive fostering selective listening
listening is that the discourse used skills:
in selective listening is • People’s names
relatively lengthier than that • Dates
used in intensive listening.
• Certain facts and events—
location, situation, context,
It is more based on “the discourse etc.
used in speeches, media broadcast, • Main ideas and/or
stories and anecdotes”. conclusion.
Interactive listening
Interactive listening refers to The listener receives the
conversational interactions
between listeners and message and provides the
speakers. speaker with feedback.
Interactive listening
Collaborative tasks, which These tasks promote such skills
require comprehensible output, as regulating turn-taking and
negotiation and meaning seeking feedback through
clarification to arrive at an clarification and confirmation
outcome, can be used for checks.
promoting interactive listening.
Extensive listening
Extensive listening refers to meaning focused listening
activities for an extended period of time.
Learners are expected to reach full comprehension during
extensive listening by listening to lengthy lectures,
conversations, and broadcasts.
It is more appropriate for the learners at intermediate and

advanced levels of language proficiency.
Extensive listening
Some extensive listening activities include:
 Watching Movies
 Listening to Radio Programs
 Watching Vodcasts (video on demand multicasting
technology)
 Listening to Podcasts (digital audio files)
 Listening to songs
 Listening to interviews and lectures
Responsive listening
Responsive listening is a Some examples include:
classroom listening activity
used to elicit immediate  Asking questions
response.
 Giving commands
The goal is the listener’s
response.  Seeking clarification
 Checking comprehension
Autonomous listening
Autonomous listening refers to independent and

self-directed listening in which the teacher plays
no role.
All types of natural language acquisition are
considered autonomous listening.
Autonomous listening
The basic element of autonomy is the idea of control:
In autonomous listening, learners have the control /

responsibility for the type of learning such as implicit or
explicit, the type of feedback, and the type of monitoring.
All the intensive, selective, or responsive listening types can be

included in autonomous listening.
Reference(s)
 Azarnoosh, M., Zeraatpishe, M., Faravani, A., & Kargozari,

H. R. (Eds.). (2016). Issues in materials development.
Rotterdam, The Netherlands: Sense.
Thank you for your attention.

İngi̇li̇zce Öğreti̇mi̇nde Ders İçeri̇ği̇ Geli̇şti̇rme - 10. Hafta Ders Sunusu (Bi̇ri̇nci̇ Kisim) - 29kasim2022

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KURUMSAL İLETİŞİM DİREKTÖRLÜĞÜ

Directorate of Corporate Communication

KAZIM KARABEKİR EĞİTİM FAKÜLTESİ

Some Guidelines for

The Nature of Listening Skill

 The first language skill developed in L1 acquisition

 The most unnoticed of the four skills in EFL contexts

Traditionally, speaking was emphasized more than listening.

However, with the emergence of Comprehension Approach and

These approaches put their emphasis on oral perception rather than

Comprehension Natural Approach

 Listening > Reading >  Listening and Reading (first)

Krashen (1985) stresses the importance of comprehensible

Language learning is also «learning to build a MENTAL

What makes listening

Types of Listening Practice

Classifications for listening

Brown (2001) suggests six Rost’s (2011) classification

 Intensive  Extensive  Selective  Responsive

It is defined as “listening to a Intensive listening is a good

It is more appropriate for the learners at intermediate and

Autonomous listening refers to independent and

In autonomous listening, learners have the control /

All the intensive, selective, or responsive listening types can be

 Azarnoosh, M., Zeraatpishe, M., Faravani, A., & Kargozari,

Thank you for your attention.

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