LANGUAGE – II
PEDAGOGY
(PART – I)
LANGUAGE
SKILLS
Teaching English to speakers of other languages can be looked at
from many different angles. One useful way is to look at the teaching process
as the teaching of various language skills.
There are, in general. Four language skills, each based upon the
modality of emphasis. These are: Listening, Speaking, Reading and Writing
skills.
Generally speaking, it is emphasized that we first teach
listening, then speaking, then reading and writing. However, in real-life
situations of language communication, these skills are interdependent in many
ways, even though they can be taught independently to some extent.
LISTENING
SKILL
Listening in English is attending to and interpreting oral
English. Listening is necessary to develop speaking skill. The student
listens to oral speech in English, then separates into segments the stretch of
utterances he hears, groups them into words, phrases and sentences, and
finally, he understands the message these carry. Listening prepares the
students to understand the speech of the native speakers of English as they
speak naturally at a normal speed and normal manner.
There are three approaches to listening: Interactive (listening
to a message and doing something as a consequence) and one-way communication or
non-interactive (just listening and retaining the message, in activities such
as conversations overheard, public address announcements, recorded messages
etc.) and self-talk. Listening to the radio and watching TV and films, public
performances, lectures, religious services, etc. generally reflect
non-interactive listening. Responding to the commands given reflects
interactive listening, which in fact, is equally widespread in communicative
situations. Self-talk is also an important process by which internal thinking
and reasoning are carried out.
In the classroom, students listen in order to repeat and to
understand. In listening to repeat, students imitate and memorize linguistic
items such as words, idioms, and sentence patterns. This is an important
beginning task and focus of listening exercises. However, it is listening to
understand that is real listening in its own right.
Students listen to understand as part of using English for
communication purposes. In listening to understand, students may be involved in
the question-oriented response model of learning or in the task-oriented response
model of learning. In the question-oriented response model, students may be
asked to listen to a sentence, a dialogue, a conversation, a passage, or a
lecture and asked to answer questions that may be presented in the form of
true/false statements, multiple-choice questions, fill in blanks or short answers.
In the task-oriented response model, students may be asked to listen to a
passage and accomplish the task described in the passage through interaction
with others or by themselves.
Remember that research indicates that most students have
difficulty with listening skills, even when listening to their native language.
Among other factors, because of the phenomenon of stress (some syllables of a word may be stressed while others may not be), most learners of English have
difficulty in mastering the correct placement of the primary and other stresses
in English (this could lead to misunderstanding the meaning of a word, phrase
or sentence.) As a consequence, listening proficiency in English is to be
cultivated with great care.
(PART – II)
Listening skill is related to audio sense. It is a passive
activity. Listening occurs when someone is speaking. Listening means that audio
sense makes sense to the sound which is created by speech. It helps a person in
understanding.
The skill of listening can be developed through systematic
teaching. Listening operates on two levels:
1. Recognition
2. Selection
Listening must be developed among students. Therefore, practice
should be given to students in two kinds of speech:
1. Formal
2. Informal
A child should be trained in both forms of speech.
CONDITION
OF LISTENING
The listening skill requires the following conditions for its
situation of happening:
1. The sound created by the speech must have some sense or
meaning. The sound should be supported by the action.
2. The person should be attentive to the sound which reaches his
audio sense.
3. The person should be able to understand the meaning of words
conveyed through sounds.
4. The person should have a favourable attitude to the speech or
sound by speaking.
5. The audio sense of the person should be normal.
THE
OBJECTIVES OF LISTENING SKILL
The listening skill has the following objectives:
1. It makes
speech effective.
2. Listening is
the basis of good learning of the language.
3. In a teaching-learning situation the students are the passive learners.
4. It facilitates verbal interaction among the person and the group.
5. The main objective of listening is to develop an
understanding of concepts, facts, ideas and feelings.
6. One can react properly only after listening actively and
attentively.
FUNCTIONS OF LISTENING
1. Listening for locating.
2. Listening to performing a physical task.
3. For putting
things into sequential order.
4. Transferring
information from one place to another.
5. Listening for perception (The power of understanding).
AUTHENTIC
LISTENING ACTIVITIES
1. Exercise in class.
2. Students
should listen to T.V. and radio.
3. Face to face conversation with a teacher who is good at conversation.
LISTENING IN REAL LIFE
There are two ways in which we listen:
1. Casual Listening – Sometimes we listen
with no particular purpose in mind and often without much concentration.
Examples of this are listening to the radio while doing homework. Usually, we
do not listen very closely, we listen only to something. Afterwards, we may not
remember what we have heard at that point of time.
2. Focused Listening – When we listen
carefully with a particular purpose to find or get some information we need to
know. For example, listening to the news on the radio. In these situations also
we listen but not with equal concentration, we only listen to what is relevant to
us and what we think is important for us. Usually, we know beforehand what we
want to listen and this helps us to listen better and in a proper way, we remember
the same.
Besides these, we have appreciative listening, critical listening and discriminative listening.
THE
WEAKNESS THAT AFFECT LISTENING (ENGLISH)
1. Inadequate range of words and phrases that are understood.
2. Inability to
maintain attention.
3. Inability to
understand fast speech.
4. Inability to understand pronunciation other than the personal or regional pronunciation.
MEASURES
TO BE ADOPTED FOR LISTENING PROPERLY
1. The students
should enrich their vocabulary knowledge.
2. Dictation helps in sharpening attention. Listening to
broadcasts or recordings or films also help in it.
3. Specially prepared recordings and tape recorders can also be
of great help.
4. The students should learn the correct pronunciation for each
word.
5. Te teacher can adjust his/her speed and clarify the
capacity of the class and then gradually speed up.
QUESTIONS:
1. Good speech is the result of –
a. Good speaking b. Good reading c. Good listening d. Good referring
Answer: c. Good listening.
2. Telling interesting stories to young learners is primarily meant for improving their –
a. Listening skills b.
Speaking skills c. Reading skills d.
Writing skills
Answer: a. Listening skills.
3. ‘While listening’ means a stage
a. When students are listening to a recording of a natural
conversation.
b. When students are listening for pleasure.
c. Where the students attempt a listening task.
d. When a listening activity is introduced.
Answer: a. When students are listening to a recording of a
natural conversation.
4. Which of these is not a step in the listening process?
a. To stop talking b. Receiving c. Misinterpreting d.
Responding
Answer: c. Misinterpreting.
5. Which of these is the first step in
the listening process?
a. Stop talking b. Receiving c. Interpreting d. Responding
Answer: a. Stop talking.
6. _____ is the last step of the listening
process?
a. Stop talking b. Receiving c. Interpreting d. Responding
Answer: d. Responding.
7.
Which of these is the second step in the listening process?
a. Stop talking b. Receiving c. Interpreting d. Responding
Answer: b. Receiving.
8.
Which of these is the third step in the listening process?
a. Stop talking b. Receiving c. Interpreting d. Responding
Answer: c. Interpreting.
9. Listening is a ________ mental process
that play vital role in our daily life?
a. Absorbable b. Visible c. Invisible d.
Eco able
Answer: c. Invisible.
10.
Listening is the function of
a. Audio sense b. Video sense c. Lingual sense d. None of these.
Answer: a. Audio sense.
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