Receptive Language Learning Disorders - Listening.pptx

language

1. PKBK3073 English Language Teaching Methodology for PWLD

2. CONTENTS OF THIS LECTURE Here’s what you’ll find in this session: Introduction to listening Definition and concept of listening comprehension Listening comprehension problems Factors affecting listening problems Listening comprehension problems Assessing listening comprehension Nouns Adjectives Verbs Preposition Tenses Understanding direction and instruction Understanding discourse School-based assessment 1 2 3 4

3. Larry Alan Nadig “ We were given two ears but only one mouth. This is because God knew that listening is twice as hard as talking .” 1 2 3 4

4. L istening vs Hearing 01. What is the difference? 1 2 3 4

5. Let’s see… Listening Hearing Hearing is a physical ability L istening is a skill 1 2 3 4

6. Listening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow you to understand what someone is “talking about”. 1 2 3 4

7. Sub-skills of Language Receptive skills : Listening + Reading Expressive skills : Speaking + Writing Different sub skills of a language

8. Extensive – intensive comprehensions Spoken comprehension  Listening  Extensive (not close listening) e.g., Listen to radio program while writing Spoken comprehension  Listening  Intensive/ Focused (listen to radio news)

9. Extensive Listening 1 2 3 4 He is driving to work He is also listening to his favourite radio station Singer’s name Sing title What the song is about How it makes you feel Can you relate to yourself

10. Intensive Listening 1 2 3 4 She is listening to the train announcement on the speaker She is on the train to work Safety instruction Warning sound Name of the train line Where the train is heading to Next station Train change

11. Listening Process Hearing  Understanding  Judging

12. Hearing just means listening enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, you have heard what has been said The next part of listening happens when you take what you have heard and understand it in your own way. Let us go back to that report on zebras. When you hear that no two are alike, think about what that might mean After you are sure you have understood what the speaker has said, think about whether it makes sense. Do you believe what you have heard? You might think, “How could the stripes be different for every zebra? But then again, the fingerprints are different for every person. I think this seems believable.” S teps of Listening Process hearing understanding judging

13. It should not be difficult to realize the importance of listening when we consider that it occupies about 45 per cent of the time adults spend in communication. This is significantly more than speaking, which accounts for 30 per cent, and reading and writing, which make up 16 per cent and nine per cent respectively. Yet, for all its importance, students (and even teachers) often fail to give listening the attention it needs. This is all the more remarkable as learners often say that listening is the most challenging of all the skills in English. Why listening is important

14. Listening comprehension problems 02. 1 2 3 4

15. F actors affecting listening comprehension A child with hearing defect will not benefit of listening. For instance, we need a reasonably high measure of cognitive ability to be able to cope with the cognitive demands of language Language using the alphabetic code line English has very similar sound units . For instance, /p/ and /b/, /k/ and /g/ and /d/ differ only very slightly in sound and are more similar then different People who suffered from this condition are known as auditory discrimination problem where they have difficulty differentiating these similar sound 1 2 3 4

16. Listening comprehension problems Listening comprehension problems may cause a child unable to: Follow verbal actions Understand aspects concepts related to time and space Understand jokes and figurative language Understand words with multiple meanings Understanding compound and complex sentences Understanding discourse

17. A ssessing listening comprehension 03. 1 2 3 4

18. Assessing listening comprehension Some listening comprehension tests are fairly easy to carry out. As a teacher, you can carry out some tests to determine students’ listening problems so that you can plan your teaching objectives and strategies .

19. Informal tests of listening comprehension Nouns Adjectives Verbs Prepositions Tenses Understanding directions and instructions Understanding discourse

20. N ouns To determine if a student knows the meaning of the word used to label things , the better is when the teacher says a word and have the student to point to the picture of the object. For example, to show understanding of the student with fruits’ names, the teacher could say ‘apple’ and ask the student to point to one of the three pictures shown (banana, pear, apple). With the same procedure, the student can test another student with the word knowledge such as the names of vehicles and objects in class. Also, the student can point to the object named by the other student. 1 2 3 4

21. https://www.youtube.com/watch?v=JSD-nq8iA1g Listening practice (nouns)

22. Adjectives The teacher can show a picture of two similar objects with different characteristics and ask the student to point to the object with the named characteristic. For instance, to find out whether has understood the word ‘tall’, the teacher can show picture of two boys with different heights. The teacher then says, “Point to the tall boy” and the student will indicate his comprehension by pointing to the correct picture. 1 2 3 4

23. https://www.youtube.com/watch?v=CLR4yPq9KZc Listening practice (adjectives)

24. Verbs To test student’s comprehension of action words, the teacher can ask the student to either perform the action named, or to point to a picture showing the action. As an example, the teacher can say ‘jump’ and ask the student to show the jumping action. 1 2 3 4

25. Prepositions To test the student’s understanding of words used to indicate position, the teacher can show pictures of similar objects in different positions. For instance, the teacher shows three pictures of a ball with different positions: under, beside and between two tables. The teacher then says. “Show me ‘the ball is under the table’ “ and the student indicates his understanding by pointing to the correct picture. 1 2 3 4

26. Tenses Test whether the student understands present, completed and future action by the usage of pictures For example, the teacher can show three pictures, one of a person walking, one of a person eating, one of a person sleeping. The teacher then says “Show me ‘the girl is sleeping’ “ and the student has to point to the appropriate picture 1 2 3 4

27. Understanding directions and instructions To test whether the student can understand instructions given by the teacher merely gives the instructions for performing a task and ask the students to carry out the instructions. As an example, the teacher can say “rub your tummy” and the students does as he is instructed. 1 2 3 4

28. Understanding discourse To test whether the student can understand connected text, the teacher can read form a text and then questions based on the text 1 2 3 4

29. The most important skill to acquire now is learning how to learn​ . 1 2 3 4