LISTENING NOTES.pptx for MUET students study group

Listening Skills Note

1. DBI 2322 ENGLISH LANGUAGE II LISTENING SKILL

2. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for main ideas The main idea is the central thought, issue or argument present in the listening text. It may be stated directly or strongly implied by the speaker(s). A listening text can consist of several main ideas. Listen for the main points-exclude details and examples. Ask yourself what the recording is about. Source: MUET ACE AHEAD, Oxford Fajar (2020)

3. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for specific information • Listening for names, dates and other numbers - The listening text may include names, places and numerical information such as dates, time and numbers. TIP Think about the answers first. It's a good idea to understand what type of information you will need to answer the questions before you start listening Examples of questions where you must identify specific information - Why did.. go to..? - How did.. travel to.. - The… was different from other… because it offered.. Source: MUET ACE AHEAD, Oxford Fajar (2020)

4. DEVELOPING EFFECTIVE LISTENING SKILLS Identifying details Specific details often follow or support a main point. There are questions in the Listening paper that expect you to look out for specific information. You will not always hear the exact words that you will read in the exam questions. Try to listen for similar words and phrases that describe the type of information you are looking for. Source: MUET ACE AHEAD, Oxford Fajar (2020)

5. DEVELOPING EFFECTIVE LISTENING SKILLS Distinguishing the relevant from the irrelevant You have to determine which information is linked to the subject or issue. If you cannot make a connection between the information and the subject, it is probably irrelevant. - Look for points that are related to a subject or an issue. For example, if the question asks 'What are the psychological impacts of natural disasters?", look for the emotional or mental effects of the subject discussed, which is natural disasters, and not some other information such as financial loss. Source: MUET ACE AHEAD, Oxford Fajar (2020)

6. DEVELOPING EFFECTIVE LISTENING SKILLS Understanding language functions In daily interactions, language is commonly used to express certain functions as stated below; Language Function Signal Words/Phrases Enquiring /When is...?/ Where is ...? /What How...?/ How much is ...?/ Why is ...? /Who...?/... right?/ Do you know...?/ Can you tell me...? Giving advice You should.../You ought to... Agreeing Yes, I agree. You're right! Disagreeing Nope. I don't think so / I don't agree Expressing emotions feelings I feel.. / That’s fantastic! / I'm worried… / I’m so pleased! Suggesting Do you want to… / Would you consider…/Shall we../ You could.. Source: MUET ACE AHEAD, Oxford Fajar (2020)

7. DEVELOPING EFFECTIVE LISTENING SKILLS Understanding Idiomatic expression and colloquialism Idioms are phrases whose meaning is different from the meaning of the individual words. Using idiomatic expressions is a manner of speaking that is natural to native speakers of a language. Idiomatic Expressions Meaning Hold your tongue Don’t talk A piece of cake Very easy Costs an arm and a leg It’s very expensive Cut corners When something is done badly to save money Burn the midnight oil To work late into the night Hold your horses Be patient. Source: MUET ACE AHEAD, Oxford Fajar (2020)

8. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for a specific purpose Listening for contrasting ideas Differences between ideas may be presented in the text. In an informal setting, such as a conversation between friends, “but" and “though” are commonly used in spoken English to indicate a contrast. Example: Everyone likes it, but I don’t Everyone likes the chocolate cake. I prefer strawberry cake, though. In a formal setting, such as a talk, signal words and phrases used to show a contrast include nevertheless , on the other hand and as opposed to ”, instead of. Source: MUET ACE AHEAD, Oxford Fajar (2020)

9. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for examples Examples may be given to prove or support a point. These examples help to explain or clarify a main idea. Listening for examples can help you to follow and understand discussion or an argument on abstract and complex topics you are unfamiliar with. Example: Metacognitive knowledge refers to what learners know about learning. This includes the learners' knowledge of their own cognitive abilities. For instance, they are aware that they have trouble remembering dates in history. For example To illustrate such as Source: MUET ACE AHEAD, Oxford Fajar (2020)

10. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for reasons and explanations To support an argument or make a point, reasons may be given to justify what the speaker is saying. Explaining is about making someone understand something. Thus, details are provided, including reasons. Example: There's a lot of traffic on the highway today as/because/due to/as a result people are travelling back home after a long holiday. Source: MUET ACE AHEAD, Oxford Fajar (2020)

11. DEVELOPING EFFECTIVE LISTENING SKILLS Listening for cause and effect This is when an action or event causes an effect or outcome. Example: Retail sales were sluggish everywhere due to the weak economy. As a result, sales dropped by 10 per cent at our KL branch. Due to Because of Source: MUET ACE AHEAD, Oxford Fajar (2020)

12. DEVELOPING EFFECTIVE LISTENING SKILLS Recognizing a speaker's attitude, bias, view or intention The speaker's attitude may be one of anxiety, concern, indifference, anger, et cetera. A speaker shows bias when their main argument is too much favour of or against one side in an argument. It is often not base on fair judgement. The speaker's view could be biased, impartial, negative, positive etc. The speaker's intention could be to inform, advise, educate, reprimand, persuade, and others. Source: MUET ACE AHEAD, Oxford Fajar (2020)

13. Recognizing facts and opinions Facts are statements that can be proved or are known to be true For example, it is a fact that broccoli is good for you as there is research that proves it. A fact can also state something that actually happened, e.g. The road was flooded yesterday. Opinions express how a person feels about something. Opinions do not have to be based on logical reasoning. For example, it is an opinion that broccoli tastes good (or bad). DEVELOPING EFFECTIVE LISTENING SKILLS Source: MUET ACE AHEAD, Oxford Fajar (2020)

14. Making predictions It means to forecast what is going to happen next. The questions often provide clues that will help you guess what the listening text is about. For example, if the question asks, 'How many times has Matthew visited the college since he left?" and the answer options are numerical, it means that you may have to count the number of times Matthew has visited the college since he left (according to the speaker). I f maps are given, you will have to listen out for directions and prepositions of place. DEVELOPING EFFECTIVE LISTENING SKILLS Source: MUET ACE AHEAD, Oxford Fajar (2020)

15. Making inferences and drawing conclusions When you infer, you form an opinion or a conclusion based on the facts or information by the speaker. You make inferences by examining the facts of a given situation and determining what those facts suggest about the situation. This helps you to make appropriate conclusions. Example: you could infer and conclude that Yong had walked through a muddy puddle when you are told that his shoes were wet, dirty and muddy. DEVELOPING EFFECTIVE LISTENING SKILLS Source: MUET ACE AHEAD, Oxford Fajar (2020)

16. LISTENING PRACTICE (WEEK 4) https://www.esl-lab.com//intermediate/college-majors/ https://www.esl-lab.com/intermediate/college-students/ ACADEMIC ENGLISH https://www.esl-lab.com/academic-english/college-classes/ https://www.esl-lab.com/academic-english/blood-donations/ https://www.esl-lab.com/academic-english/japan-tours/