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8. Strategies of Listening Comprehension
Guo 2008: 4 states that Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input.
Listening strategies can be classified by how the listener processes the input. Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help
the listener to interpret what is heard and anticipate what will come next. Top-down strategies include:
1 listening for the main idea
2 predicting
3 drawing inferences
4 summarizing
Bottom-up strategies are text based in which the listener relies on the language in the message, that is, the combination of sounds, words, and
grammar that creates meaning. Bottom-up strategies include: 1
listening for specific details 2
recognizing cognates 3
recognizing word-order patterns. In order to develop a comprehensive image of ourselves as instructors of
listening, we need a combined for building up essential skills and fostering successful strategies. For classroom teaching, it is important to have a model of
instruction that incorporates useful learning principles. Most experienced
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teachers seem to have a model of the „ideal’ sequence they will follow in
class – although in practice they will usually skip back and forth between steps
in response to what their students do. To achieve the objectives of teaching, teacher may use several techniques
suggested by Rost 1991: 8 in teaching listening that is listening in action. Listening in action is divided into four sections; each section helps the students
develop a range of skills and strategies. The sections are as follows: Section 1: attentive listening is designed to give students practice with
listening and with supplying short responses to the speaker, either verbally or non-verbally through actions
. Because this kind of „responsive’ listening involves immediate processing of information and quick decision about how to
respond, the activities in section 1 provide a great deal of support to help the learners „process’ the information they hear. The support is of three types:
linguistic, in the form of visual aids, photographs, tangible objects and music used in the activity, and interactional, in the form of repetitions, paraphrases and
confirmation checks by the speaker. Section II: Intensive listening
will focus the students’ attention on language form. The aim of this section is
to raise the learners’ awareness of how differences in sound, structure and lexical choice can affect meaning. Because
this kind of listening involves an appreciation of how form affects meaning, all of the activities in this section are contextualized
– placed in a real or easily imagined situation. In this way, all students
– even beginners – can practice
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intensive listening in a context of language use, from which it is most likely to transfer to „real life’ listening situations.
Section III: Selective listening will help enable students to identify a purpose for listening. By providing focused information-based task, the activities
in section III help direct the students’ attention on the key words, discourse sequence cues, or „information structures’ exchanges in which factual
information is given. By learning to attend to words, cues, and facts selectively at all levels come to handle short naturalistic texts such as announcement as
well as longer and more complex text such as authentic video programmes. Section IV: Interactive listening is designed to help learners assume active
role in shaping and controlling an interaction, even when they are in the „listener’s role’. Each activity in this section has built-in need for information or
clarification questions by the listener.
B. General Concept of Spot the Dictogloss Technique 1.
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