Listening_Skills.ppt

Introduction Status of English as the “library language” and the increased “international inter-dependence” are the two reasons of this which led to a greater focus on face-to-face language usage crossing the margin of pen and paper exercise. Language must be taught in an integrative way where all four skills are focused. What is listening? Listening is a skill in a sense that it’s a related but distinct process than hearing which involves merely perceiving sound in a passive way while listening occupies an active and immediate analysis of the streams of sounds. This correlation is like that between seeing and reading. Seeing is a very ordinary and passive state while reading is a focused process requiring reader’s instrumental approach. Listening has a “volitional component”. Tomatis’ (2007) view is, while listening; the desire to listen, as well as the capability to listen (comprehension) must be present with the listener for the successful recognition and analysis of the sound. What will be checked? What ‘listening’ really means is ‘listening and understanding what we hear at the same time’. So, two concurrent actions are demanded to take place in this process. ? discriminating between sounds,? recognizing words,? identifying grammatical groupings of words,? identifying expressions and sets of utterances that act to create meaning,? connecting linguistic cues to non-linguistic and paralinguistic cues,? using background knowledge to predict and later to confirm meaning and recalling important words and ides. Three skills As McDonough and Shaw ( 1993) and Rost (1991) explain that a listener as a processor of language has to go through three processes using three types of skills: a. Processing sound/ Perception skills b. Processing meaning/ Analysis skills c. Processing knowledge and context/ Synthesis skills Processing sound/ Perception skills As the complete perception doesn’t emerge from only the source of sound, listeners segment the stream of sound