9. There is a facility which can do replay and the continual presence. This is lab features of a model that make easier in listening and
speaking exercises.
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b. Disadvantages
1. As with programmed quality can give learning such lack of success. Teacher who prepares their own programs in addition to teaching a
normal component of five classes, tend to have a work load that is reasonably difficult. Others who use commercially prepared programs
often run into the problem of curriculum irrelevance. 2. For the laboratory to know success, teachers need at least a bit of
mechanical talent. Some of teachers are lack of this talent. 3. The laboratory, while obtain the benefits of learner privacy, courts the
outcome of learner monotony. Thus, again as with programmed learning, the laboratory should be just one of many methods.
4. The factor of cost always is somewhat of a problem, but usually not a prohibitive one.
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C. Teaching of Listening
1. Teaching Listening in General
According to Penny Ur, the following listening activities as an essential component of the communicative situation that might useful
–though not all of the examples are pure listening activities:
1. Listening to the newsweather forecastsports reportannouncements on the radio.
2. Discussing workcurrent problems with family or colleagues.
45
Paul Nation, ELIN 805 Teaching Listening and Speaking. Welllington: ELI Occasional Publication, 1992, p. 43.
46
Gail M. Inlow, Maturity in High School Teaching New Jersey: Prentice Hall Inc, 1963, p. 218.
3. Making arrangementsexchanging news etc. with acquaintances. 4. Making arrangementsexchanging news etc. over the telephone.
5. Chatting at the partyother social gathering. 6. Hearing announcements over the loudspeaker at a railway station, airport,
etc. 7. Receiving instructions on how to do somethingget somewhere.
8. Attending a lessonseminar. 9. Being interviewedinterviewing.
10. Watching a filmtheatre showtelevision program. 11. Hearing a speechlecture.
12. Listening to recordedbroadcast songs. 13. Attending a formal occasion weddingprize givingother ceremony.
14. Getting professional advice from a doctor. 15. Being tested orally in a subject of study.
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A typical listening lesson sequence in current teaching materials involves a three part lesson sequences consisting of pre-listening, listening and post-
listening
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, and contains activities which link bottom-up and top-down listening.
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Pre-listening :
- Set context. - Create motivation.
In the pre-listening phase prepares the students for practice in listening comprehension through activities in involving
activating of prior knowledge, making prediction, and reviewing key vocabulary.
Listening : - Extensive Listening.
- Pre-set taskpre-set question. - Intensive Listening.
- Checking Answer.
In the while-listening phase focuses on comprehension through exercises which require selective listening, gist
listening, sequencing, etc.
Post-listening : - Examining functional meaning.
47
Penny Ur, Teaching Listening Comprehension, Cambridge: Cambridge University Press, revised edition, 2009, p. 2.
48
John Field, ―The Changing Face of Listening‖, in Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching An Anthology of Current Practice, Cambridge: Cambridge
University Press, 2002, p..242.
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Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 5.
- Inferring vocabulary meaning. In the post-listening phase typically involves a response to
comprehension and may require students to give opinion about a topic, etc.
The basic listening comprehension activity consists of a few elements: a. Text: here text simply means something to listen to
–for example, a story told by the teacher, a dialogue on a tape, or a TV show.
b. Context: in real life most listening takes place in a context that provide clues for listeners as they try to comprehend the text.
c. Purpose: listeners often have some ideas why they are listening to something, so it is entirely appropriate.
d. Task: most listening exercises work well if they are tasks, that is, if students are expected to respond to the material instead just of listening.
The task keeps students alert and help focus their listening.
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According to Jack C. Richards ―learners need to take part in activities which require them to try out and experiment in using newly noticed language forms in
order for new learning items to become incorporated into their linguistic repertoire.‖
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There are two parts of teaching activities, noticing and restructuring activities.
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Noticing activities involve returning to the listening texts that served as the basis for comprehension activities and using them for the basis for language
awareness. The activities are as follow: Identify differences between what they hear and a printed version of the
texts. Complete a cloze version of the text.
Complete sentence-stems taken from the text. Check off from a list expressions that occurred in the text.
50
Don Snow, More Than a Native Speaker: An Introduction to Teaching English Abroad, Arlington: Kirby Litographic Company, 2006. P. 91.
51
Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 8.
52
Ibid.
Restructuring activities are oral or written tasks that involve productive use of selected item from the listening text. Such activities could include:
In the case of conversational texts, pair reading of the tape scripts. Written-sentence completion tasks requiring use of expressions and
other linguistic items that occurred in the texts. Dialog practice based on dialogs that incorporate items from the texts.
Role plays in which students are required to use key language from the
texts. According to Paul Nation there are some common listening techniques that
can be applied. These techniques are as follow: 1. Recognizing the spoken form of sentences. There are some expanded
techniques from this activity: b. Identifying spoken sentences.
c. Distinguishing spoken sentences. d. Matching spoken sentences.
e. Selective listening. f. Listening and remembering.
2. Understanding spoken sentences. a. Truefalse listening.
b. Multiple-choice listening. c. Listening to questions.
d. Quizzes. e. Discover the answer.
f. Name it. g. Listen and do.
h. Listen and translate.
3. Listening to learn language. a. Binary cards.
b. Listening to interviews. 4. Listening to develop the listening skill.
a. Dictation. b. Pre-dictation exercises.
c. One change dictation. d. Dictation of long phrases.
e. Guided dictation. f. Peer dictation.
g. Completion dictation. h. Perfect dictation.
i. Listening while reading.
j. Listen and answer. k. Controlling the speaker.
l. Oral cloze. m. Predicting.
n. Predicting in dialogue. o. Listening with noise.
p. Shadowing the speaker. q. Authentic listening.
r. Listening to the news. s. Watching films.
t. Peer talks. u. Listening to stories.
e. Listening to learn ideas. a. Note the main ideas.
b. Add details. c. Find the main point.
d. Note taking. e. Information transfer.
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2. Teaching Listening with Language Laboratory
