appropriate listening strategies faced by my students of Listening 3 class. As the problems observed in my Listening 3 class are similar to those observed by some researchers in the field of Foreign Language Teaching (FLT), my study will benefit from previous research results. Much of these results has influenced my study. The teaching of English academic listening in foreign language classrooms has been reported in some research to have obstacles which are the results of inaccurate teaching procedures
writers have different ideas on the same topic. They are from different countries and different contexts. I want to write what i learned from all of the writers. The language skills are often divided into two types. They are receptive and productive skills. I want to start with the listening as a receptive skill. Listening is receiving of the sounds and perceiving and comprehending the meaning of the utterances. But it has a dynamic nature has processes such as predicting, checking, anticipating
good input in terms of listening, because through this skill, language learners can understand and learn most of the aspects of the language. In fact learners are not equipped with key elements to interact alone with input (Ehsanjou & Khodareza 2014). According to Luo (2008), it is so difficult for the students to understand English through listening and undoubtedly, the speed of getting information is so faster through listening than reading. Listening is one of the four skills in English that EFL
(2010) reported the current situation of standard dictation as both a teaching and testing device in junior and senior high school in Shanghai. She found out training on standard dictation was rarely used in these schools, whereas more attention was paid to item or sentence dictation. Thus she suggested that more attention should be paid to standard dictation in middle school for the sake of the developmental in students’ listening comprehension and global English ability in use. Another brunch of
Since there has been the institution of teaching language, there has been speculation on how to effectively impart information to the pupil. The focus of this account will emphasis effective English as a Foreign Language, or EFL approaches and lessons. Contemporary study of EFL has broken down effective teaching into a multi skilled approach to teach another language. By applying these skills to in-class activities, much can be learned about effective teaching. By constructing specialized activities
increases the opportunities to participate in different social and cultural contexts (Skolverket 2011). Therefore, the teaching of the English language should aim at helping the pupils to develop knowledge of the English language and develop pupils’ confidence in using the English language in different situations and purposes (Skolverket 2011). According to Skolverket (2011) through teaching the pupils should be given the opportunity to develop all-round
key factor to any job, especially when you are dealing with different people on a daily basis. When it comes to communication, quality matters in virtually in every career, not just in those traditionally regarded as people oriented; communication skills are essential for doctors, nurses, and other medical professionals too (Adler, Elmhorst, & Lucas, 2013). In the medical field, poor communication is the reason why there are so many errors in their work. The careers that are involved in communication
Listening skill is vital in language learning because aural input helps language acquisition and language use. Without understanding the input at the right level, any learning simply cannot begin. Spoken language provides a means of interaction for the learner, since learners must interact to achieve understanding, access to speakers of language is essential. Listening is an interactive process because for comprehension the brain acts on the impulses that bear various cognitive and affective mechanisms
For the first skills assignment I will be focusing on the listening skill by referring to top-down and bottom-up processes since it usually involves both processes. Top-down process, on the other hand, will be my main focus as I have realized that students in my teaching context, most of whom are at A1 level while a few are at A2, are trying to understand each word they hear rather than trying to understand the general idea. Besides, in my current teaching context listening skill has been neglected
first of all listening to it. Similarly, students cannot learn to understand natural spoken language if they are not in an environment where English is. In this contex, Abbott and Wingard (1985:85)