LISTENING

I. What is listening?
II. Listening Skills &
Outline Strategies
III.Develop a Listening
Activity
 Listening is the ability to
accurately receive and interpret
messages in the communication
process.
What is
Listening? Listening is key to all effective
communication. Without the
ability to listen effectively,
messages are easily
misunderstood.
LISTENING

Is listening an
LISTENING ACTIVE or
PASSIVE skill?
LISTENING

Let’s look at listening

h e r as
E i t
an interactive process!
LISTENING
According to Clark & Clark (1977), the following
happens when we listen:

 Hearer processes the “raw speech” (the actual

phrases, clauses, etc.)
 Hearer determines the type of speech
(conversation, speech, etc.)
Process of  Hearer infers the objectives of the speaker (to
persuade, request, etc.)
Listening  Hearer recalls schemata (own background
knowledge)
 Hearer assigns literal meaning to utterance
 Hearer assigns intended meaning to utterance
 Hearer determines whether information should
be retained in short-term or long-term memory
 Hearer deletes the form in which the message
LISTENING
 Listening is also interactive because in
most situations listening is part of a two-
way communication between a two or
more parties.

Besides lectures, sermons (religious

Listening is worship), ceremonies, and radio, what are
some other forms of one-way forms of
interactive communication?

What are some two-way forms of

communication?

Which list is larger?

LISTENING

Your list for two-way communication was

probably larger because language is used
mostly for communication between two or
more speakers.

Therefore, listening is a part

of an interactive process
of communication.
LISTENING
Before looking at the development of
listening skills with young learners, let’s
look at a basic taxonomy of listening
“microskills” developed by Jack
Richards (1983).
Listening
Strategies
This comprehensive list can be helpful
for teachers to recognize the individual
microskills skills that they are
developing with each listening activity.
LISTENING

 Bottom-up processing = proceeds from

sounds to words to grammatical
relationships to lexical meanings, etc. to a
final message.

 Bottom-up techniques usually focus on

sounds, words, intonation, grammatical
Bottom-up structures, and other components of spoken
language.

Examples:
 Students listen to a pair of words and circle if the words
are same or different.
 Students match a word they hear with its picture.
 Students listen to a short dialogue and fill in the blanks of
a transcript.
LISTENING

When developing a listening

activity, be sure to set up the
activity in three distinct stages:
Develop a
Listening
Pre-listening
Activity Listening
activity
Post-listening
LISTENING
INDIVIDUAL ACTIVITY

Are you familiar with the

song Roar by Katy Perry?
You are going to listen to a
ROAR! certain portion of that song
to be played twice. Sing
the song while filling up
the missing words. Choose
the words inside the box.
LISTENING

enough bite hey

brushing mess push

Box of thunder got up

Choices
everything quietly

voice
LISTENING
I used to________ my tongue and hold my breath
Scared to rock the boat and make a ________
So I sat _________, agreed politely
I guess that I forgot I had a choice
I let you ________ me past the breaking point

The I stood for nothing, so I fell for ________

You held me down, but I got up Already __________ off the
SONG dust
You hear my_________, Your hear that sound
Like ________, gonna shake the ground
You held me down, but I ________
Get ready ‘cause I had __________
I see it all, I see it now.