Extensive listening
When teacher encourage students to choose for themselves what they listen to
and to do so for pleasure and general language improvement, it is what so
called extensive listening. The motivation to do extensive listening increase
when the students make their own choices about what they are going to listen
to. Extensive listening will usually place outside the classroom: in the
students home, car, or in their personal mp3 player. Material for extensive
listening can be obtained from a number of sources. Many simplified reads are
now published with an audio version on cassette or CD. This provide ideal
sources of listening material. Students can also have their copies of course
book CDs or tapes, or recording which accompany other books written
especially at their level. They can download or listen online podcast from a
range of sources. It is important for extensive listening to make a collection of
appropriate tapes, CDs and podcast that clearly marked for the level in order to
work effectively with a group of students. However, John field thinks that it is
very difficult to judge the difficulty of a text and, therefore, difficult to grade
listening (Field 2000a: 195). Some students will want to listen to English
audio material outside the classroom anyway and will need little
encouragement to do so. Many others, however, will profit from having the
teacher give them reason to make use of the resource available. In order to
encourage extensive listening we can have students perform a number of tasks.
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They can record their response to what they heard into a personal journal,
make a report or comments on it.
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Viewing techniques
All of the following techniques are designed to awaken students curiosity
through prediction so that when they finally watch the film sequence in its
entirety, they will have some expectations about it, they are: fast forward,
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Based on the same principle as those for viewing, listening are similarly
designed to provoke engagement and expectations, they are: pictures listening
for language, music and sound effect, picture of speech and subtitles.
c. Listening (and film) lesson sequences
Skills will not exists in isolation. Listening as one of the basic skills can occur
at a number of points in a teaching sequence. Sometimes it forms the jumpingoff point of the activity which follow. Sometimes, it may be the first stage of a
listening and acting out sequence where students role play the situation they
have heard on the recording. Sometimes live listening may be a prelude to a
piece of writing which is the main focus of the lesson. However, much we
planned a lesson, we need to be flexible in what we do.
d. The sound of music
Music is the powerful stimulus for students engagement precisely because it
speaks directly to our motions. A piece of music can change the atmosphere in
a classroom or prepare students for a new activity. It can amuse and entertain
and at the same time connect the world of leisure and learning in the
classroom.
B. Related theories from other books
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has been assumed as central role in language learning (Rost, 2001) and a
primary vehicle for language learning (Richard 1985; Ricards and Rogers
1986; Rost 1990 in Carter and Nunan, 2001) since it provide language input
for learner. By listening, listener are able to grasp English spoken structure,
learn how to pronounce, and the most important is learners know how to use
English. Receiving greater and greater important assumption in language
classroom (Richard and Renandya, 2002), the development of effective
teaching listening is growing. It involves careful selection of input sources
which is appropriately authentic, interesting, varied and challenging; creative
design of task; assistance to help learners enact effective learning strategies;
integration of listening with other listening purposes. Field proposes a
relatively standard format for the listening developed at this time is prelistening, listening and post- listening.
Bottom up processing
Second characteristic is Bottom-up processing, it refers to the segmentation of
the sound stream into meaningful units to interpret the message (Richard,
2008; Goh and Vandergrift, 2012). Further Richard (2008: 4) explain
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Listening strategies
According to Rost (2001:7) listening strategies are conscious plan to deal with
incoming speech, particularly when the listener knows that he or she must
compensate for incomplete input or partial understanding.
Chamot (1995) in Field (2008), learning strategies are classified into three
main types: metacognitive, cognitive, and social/affective strategies. He
defines as follows:
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Metacognitive strategies are executive processes associated with the regulation and
management of learning, and include strategies used to plan for a task, to monitor a
task in progress, and to evaluate the success of a task after its completion. Cognitive
strategies are used during the execution of a task to facilitate comprehension or
production. Examples of cognitive strategies are elaboration or use of prior
knowledge, grouping or classifying items to be learned, making inferences while
listening or reading, and taking notes of information to remember. Both
metacognitive and cognitive strategies are important in classroom learning tasks of all
kinds, and they are also used by learners outside the classroom for interactive
encounters in the target language. The third category in this classification system is
social and affective strategies, which includes strategies such as questioning for
clarification, cooperating with peers on a language learning task, and using affective
controls such as positive self-talk to lower anxiety.
In line with Chamot (1995), Buck in Richard (2001:104) identifies two kinds
of strategies in listening; cognitive and metacognitive strategies. Cognitive
strategies is mental activities related to comprehending and storing input in
working memory or long-term memory for later retrieval. Meanwhile,
Metacognitive strategies are those conscious or unconscious mental activities
that perform an executive function in the management of cognitive strategies.
(1) Assessing the situation: Taking stock of conditions surrounding a language
task by assessing ones own knowledge, ones available internal and external
resources, and the constraints of the situation before engaging in a task, (2)
Monitoring: Determining the effectiveness of ones own or anothers
performance while engaged in a task, (3) Self-evaluating: Determining the
effectiveness of ones own or anothers performance after engaging in the
activity, (4) Self-testing: Testing oneself to determine the effectiveness of ones
own language use or the lack them.
Listening sequence
The common sequence for listening are pre listening, whilst listening and post
listening. In pre- listening phase students learn about key vocabulary and
context developing. In whilst phase, focus on listening guided by the questions
given. The last phase which is post listening, the students need to respond on
what they already hear. Field (2008) argue that the listening lesson that one
encounters in good ELT practice today has a rather different, it has been
modied. He further proposed the format of a good listening lesson:
Pre Listening
Establish context
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Whilst Listening
Extensive listening: General questions on context and attitude of
speakers
Intensive listening Pre-set questions
Intensive listening
Checking answers to questions
Post Listening
Functional language in listening passage
Learners infer the meaning of unknown words from the sentences in
which they appear
Final play; learners look at transcript
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However, the English teachers in China share a preference for a bottom-up approach
to teach L2 listening.
D. Critical Analysis
As mention previously, there are language strategies that cope by the learner such as
metacognitive area, cognitive area and sociolinguistic area that suggested by Chamot
as cited in Field (2008: 294). It have been applied by some listening researcher such
as Gog, Vandergrift and Graham. Moreover, Goh and Vandergrift had successfully
applied this listening strategy to plan a listening lesson. In contrast, Field (2008) argue
not to adopt those strategies into listening in the classroom. He has a notion that the
strategy is not really transparent both for listening instructor or the learner since the
distinction between cognitive and metacognitive is fuzzy. The strategies that are
metacognitive in one context may turn out to be cognitive in another (Field,
2008:294). For instance, when the learner planning to listen for taking the general
context of aural text, the strategy qualies as metacognitive; but if when they just do
it, it becomes cognitive. Indeed, in my own perspective, the learner will not realize
whether they use metacognitive, cognitive or sosiolinguistic strategies. It clearer to
applied listening sequence that proposed by Field (2008), since it is clearer for the
learner and the teacher. Teacher can applied the lesson sequence that proposed by
Field (2008) together with bottom up or top down listening process being mixed or
use it differently.
E. Conclusion
To conclude, listening is one of English skill that need to be acquired in order to
master English. Listening process; bottom up and top down, authentic materials,
listening sequence, teaching listening strategies have been developed in order to have
more effective teaching listening. Indeed, the teacher plays important role in choosing
the best of all of them based on students needs.
References
Carter, Ronald & David Nunan (eds). (2001). Teaching English to speaker of other
Languages.UK: CUP
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