FACTORS THAT INFLUENCE EFFECTIVE LISTENING YOUR PATIENCE QUOTIENT

Effective listening takes time and patience Handling your own emotions

including frustration to be a better

listener

Focus and deep breathing can also help to listen better. CULTURAL INFLUENCE Culture influences listening skills. How and what culture you lived in influences how you listen.

BEHAVIOUR Non-verbal behaviors are important to show that you value what the speaker is saying. For instance, leaning forward shows concern FACTORS THAT INFLUENCE EFFECTIVE LISTENING

MATCHING STYLES

while sitting back with your

arms crossed does not.

DISTRACTIONS
Distractions that occurs influence someones ability to listen

Determine the speakers intention when listening (advice, support, validations of feelings, etc)

Body language or facial expressions helps to conclude what you hear is

Minimize as many distractions as possible.

understandable.

STRATEGIES FOR DEVELOPING LISTENING SKILLS Listening Strategies = techniques that contribute directly to the comprehension and memory of listening input

Top-down strategies: Listener based Background knowledge helps the listener to interpret what is heard and anticipate what will come next. Top-down strategies include: Listening to main idea Predicting Drawing inferences summarizing

Bottom-up strategies: Text based Listener depend on on the language in the message Bottom-up strategies include: Listening for specific details Recognizing cognate Recognizing word-order patterns

Metacognitive strategies Plan by deciding which strategies is suitable according to situation Monitor their comprehension and effectiveness of selected strategies evaluate by determining whether they achieved their listening comprehension goals either the combination of listening strategies selected was an effective one

Listening for meaning: 4 basic steps to extract meaning from text STRATEGIES FOR DEVELOPING LISTENING SKILLS Figure out purpose, activate background knowledge to predict content and identify suitable listening strategies. Attend to the parts of the listening input that are relevant to the identified. Select top-down and bottom-up strategies that are appropriate to the listening task. Check comprehension while listening and when the listening task is over to check for any inconsistencies and comprehension failures.

WHAT ARE POOR LISTENING SKILLS?

Pseudolistening Giving focus without understanding what the speaker is saying. Pseudolisteners are able to pick up on appropriate moments to nod or utter an mmm-hm that gives the speaker the signal that he is listening to him when he is not.

Selective Listening A listener that listen to a part of a persons message that they want to hear. May choose to screen out information that they find not interesting to them or anything that they dont agree.

Ambush Listen for the purpose of finding something that can be used against the speaker. Destructive listening technique. For instance, world of politics. WHAT ARE POOR LISTENING SKILLS? Poor listening habits that effect listening skills.

Monopolize Literal Listening Listeners only pay attention to the literal content. Do not consider factors such as voice, body language, tone and context that may influence the meaning. Monopolizers listen for a chance to refocus the conversation on themselves. Monopolizers is a self-centered person.

DEVELOPING INTERACTIONAL SKILLS Explain why the children have to listen Make sure listeners are clear about the purpose of listening Know the main point of the activity Spell out which part of the message they need to focus This would help to build up listeners confidence and reduce anxiety.

Give the children confidence Advance planning will give the teacher a clear idea on what to expect the children to be able to do Set a specific listening task To make listening active, learningfocused process, teachers need to develop a repertoire of pre-, while- and post- activity types that fit different languages. Use the three listening stages which is the pre-listening or preparation before listening, while listening to remain active and postlistening which is after they have listened. Gestures, tone of voice and visual aids will help children feel confident about what is important to concentrate on.

Organize listening LEARNING TO LISTEN IN ENGLISH Provide a good model of spoken English Introduce a setting up of listening corner in one part of the classroom Provide a cassette recorder and suitable materials for the pupils to use.

Help children develop specific strategies for listening Teacher should teach the students intelligent guess work Make sure that teachers provide support and raise pupils awareness Some important listening strategies are Predicting Working out the meaning from context Recognizing discourse patterns and markers.

SPEAKING

Time to speak Children can listen, read and write English at home. Children must have an opportunity to speak during lessons. Need to practice Speak spontaneously in meaningful ways. Preparing children to communicate being able to communicate means being able to use English patterns flexibly. SPEAKING Introducing and practicing patterns in ways that feel meaningful to the children Practicing new patterns and combine with the other patterns children have learned Giving opportunities to guess how to use the pattern Giving the confidence to the child to speak out Build the childrens inner strength to deal with confusing situations Focus on the question forms of new patterns so that children can ask things they dont know.

Dialogues Important for the children to practice dialogs in meaningful ways and can stimulate feelings. Practice situational dialogue that can develop long-term communication skills. Encourage the children to make choices about what to say rather than memorize a set of dialogue. Integrate functional dialogue patterns Children will learn step by step, and may build up an understanding of English.

INTENSIVE READING Organiser Tell the students the listening purpose. Give them clear instruction.

Offer tasks that are achievable and

comprehensible to the childrens level.

Prompter Machine Operator Prompt the students to listen THE ROLES OF THE TEACHER Build up students confidence by helping them to listen better Be efficient when handling audio material. Test the material before taking it into class. Be prepared to respond to the students needs. Observe the students to see

again to the recording in order to

notice variety of language as well as spoken features. Offer them script dictations to provoke their awareness of certain language items.

Feedback organiser
Lead a feedback session to check that the students completed their task well. Ask the students to compare their answers with their friends or ask them to read the answer out loud.

either they can understand.

Be supportive when organising a feedback.