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interesting issues. Fifth is integrative listening. It requires more concentration and attention to the listener because they are demanded to ask question after
hearing to the text. The last is selective listening. It is taught to make the learners use with acoustic form of the language. In selective listening, a listener selects
specific information heshe needs from an oral text for specific purposes such as finding names, numbers, etc.
In line in teaching listening of English instruction, the teacher should choose the type of listening she considers appropriate to her students’ need and
level. It is hoped that the students will get appropriate exercises of listening
which, in turn, will help them master the listening ability.
7. Materials for Listening Task
As we have seen, all effective listening activities need to target one or more useful listening skills and have a clear outcome. Clearly listening activities
also need some kind of language input. This input may be pre-recorded, on audio or video tape, or it may be live, in the form of the teacher, an outside speaker, or
learners themselves. Just as focused skill development is crucial in planning lessons and a larger curriculum, so too
is selecting „the right stuff’ to listen to. Choice for listening input includes not only the mode broadcast, taped or live,
but also the content.
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Rost 1994: 145 states if you a language teacher, consider a specific group of your pupils. If not, think of yourself as a learner of a foreign language. Select
the kinds of input in the list below that would be of most interest to you or your pupils, the list are as follows: taped authentic conversations between native
speakers, featuring functions such as „ordering food in a restaurant’ 1
taped conversations that are simplified to allow for ease of comprehension 2
taped authentic broadcasts taken from television or radio, featuring news and documentaries, simplified for ease of comprehension
3 taped authentic films that are popular among native speakers
4 taped enacted films that are simplified for ease of comprehension
For each item, there is a choice betw een „authentic’ and „prepared’ input.
This is critical choice in the teaching of listening. Many prefer prepared materials
– with controlled vocabulary, usage and speed – in order to allow learners to comprehend more easily. Other prefers authentic material, arguing
that it is better to acquaint learners at all levels with the „real thing’. Teachers using authentic materials often simplify the tasks or activities that learners do
rather than the input. Of course, there is a middle ground. Simulated materials can keep many authentic features, but use shorter presentations or more
structured topics. At the same time, the teachers can use pre-listening materials to help the learners for difficult input, and can use written or visual materials to
help the learners understand the input more completely.
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According to Underwood 1989: 98 since the early 1970s, there has been much debate about what constitutes authentic speech and about the value of
using authentic speech in listening work. In trying to establish a definition, phrases like „real speech’, „not specially designed for foreign learners’, „natural
conversation’, „what people say in real life’, „what native speakers say when talking to each other’ have been used. Many examples of where it might be
heard have been given, including „in the street’, „at home’, „on some radio programmes,
„at meetings’, „in school’, etc. The strictest distinction between „authentic’ and „non-authentic’ is made
clear by Forman in Underwood, 1989: 98, who says: Any text is „authentic’ if it was produced in response to real life
communicative needs rather than as an imitation of real life communicative needs. The term can be applied to any sort of text,
written or spoken, an in relation to any sort of text, written or spoken, and in relation to any kind of situation of language use. A
text purporting to be a radio news bulletin is authentic if it really is a radio news bulletin and is not authentic if it was produced
– however skillfully
– for other purpose, e.g. as imitation of radio news bulletin for purposes of language teaching. The script of a play is authentic
play script, but not authentic conversation. In line with the description above, the researcher used the authentic
material for her the teaching and learning process of listening.
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8. Strategies of Listening Comprehension
