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Teaching Language Skills for Prospective English Teacher
Listening is an active and interactional process in which a listener receives speech sounds and tries to attach meaning to the spoken words. The listener tries to understand the intended message of the oral text to respond effectively to oral communication. It means that in listening skill students must be focus on understanding the intended message by looking at the responding of others. Hearing and listening are difference process. While hearing is considered as physical, passive and natural process, listening is physical & mental, active and learnt process and is defined as a skill. In most language classrooms, the listening process is skipped at the expense of listening outcome (Rezaei & Fatimah Hashim, 2013). Macro and micro listening skills can help to achieve listening awareness. The macro-skills isolate those skills that relate to the discourse level of organization, while those that remain at sentence level continue to be called microskills. STAGES IN TEACHING LISTENING SKILLS Pre-listening Pre-listening activities activate the schemata and help students to redict what they will hear. Activating schemata means activating students’ prior knowledge. Activities to activate learners’ schemata might include brainstorming, visuals, realia, text and words, situations and opinions, ideas and facts. Brainstorming activities aim to produce ideas based on a topic or a problem. Brainstorming can be realized via a poster display in which students prepare a poster based on a given topic, brainwalking in which they walk around the classroom and enlarge the ideas collaboratively, boardwriting, in which they work in groups and they brainstorm about the same topic or a different one, and from one to many in which students work individually, take notes and then share the ideas with the group (Wilson, 2008).
Besides brainstorming activities, visuals are also effective for pre-listening activities. There is an axiom saying “a picture is worth a thousand words. For example, a picture can be shown to students and they can predict the ongoing. Alternatively, a sequence of pictures can be given to students and they can tell a story related to the picture sequence. Using realia is also helpful in activating schemata. For example a photo, a map, a brochure or any other object related to the listening text make students activate their prior knowledge and help them better understand the listening (Wilson, 2008).
While-Listening While-listening activities are directly related to the listening text and students perform the task either during the listening process or immediately after the listening. Therefore, the teacher needs to match the activities to the instructional goal, the listening purpose, and the students’ roficiency
level. Underwood (1989) explains the goal of while-listening tasks as being something that helps
the learners understand the messages of the listening text. She also gives some specific examples of whilelistening activities:
Post-Listening
“Checking and summarizing” is one activity type that can be performed as postlistening task. In this activity, first the teacher puts students into small groups to lower individual speaking anxiety. The teacher’s role, here, is to monitor students and to stimulate them by attracting their attention to the related and interesting points. Then, they share their ideas as a class and then students can summarize the important parts. Other types of post-listening activities are discussions, creative responses, critical responses, information exchanges, problem solving, deconstructing the listening text and reconstructing the listening text (Wilson, 2008).
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