Glossary audiolingual teaching

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Teaching listening (1-9 forms)


Questions to be discussed
1. The difficulties of listening comprehension in the ELT
2. Ways and stages of forming and developing listening skills


Key terms: listening comprehension; linguistic skills; speaking; reading; writing; acoustic perception; pronunciation; teaching listening; comprehension; pronunciation subskills; language skills; selective listening; listening practice.

Before children or young learners learn to speak foreign language as the first of their output, young children listen to words, phrase or sentences as their first input. This is the first home of foreign words they come in and play in after their first language. Speaking i.e. pronouncing new words is the first skill of all young learners’ activities teachers should recognize.

There are some reasons why TEYL (Teaching English for Young Learner) at school is conducted. Children who have an early start develop and maintain some advantages in some areas of language e.g. listening comprehension mostly benefits from this early start, pronunciation also benefits in longer term. However, younger children learn the grammar of L2 more slowly than older learners, so that although starting earlier with language learning they make slower progress (Cameron, 2001) Furthermore, young learner find it easier to learn languages than older students. Though compared to adult learners, these young learners (YL) face obstacles that adult learners do not. They are still developing physically and intellectually; their emotional needs may be higher; and they are less able of take responsibility for their own learning (Graddol ,2006: 89). Both Cameron and Graddol are agree with the fact that teaching English to young learner (YL) is more effective than that of older learner. Learning english several years earlier will increase the total number of years to spent learning the language. In other words, young learner (YL) seem to have greater facility for understanding and imitating what they hear than secondary school pupils.
Teaching young learner (YL) is really very challenging. Teachers are not only to understand methodologies, but also to have skill and teaching competencies. How can teachers scaffold children’s listening comprehension and foreign language acquisition in the beginning stages? More importantly, how can children be taught to use the acquired language for meaningful communication in new contexts?
First of all, teachers should understand listening as a complex interactive process in which meaning is being attached to sound and two-way communication is being achieved (Shin,2011). In order to foster development of listening skills, teachers should include in their lessons a variety of listening activities. These activities should focus on developing micro-skills (described by Richards 1983, in Shin 2011) such as retaining language chunks in short-term memory, discriminating among the English sounds, recognizing English stress patterns, reduced forms, and grammatical word classes, patterns, systems and rules. Listening micro-skills also involve distinguishing word boundaries and interpreting word order patterns, processing speech at different speeds of delivery, detecting sentence components, recognizing cohesive devices and communicative functions, developing listening strategies using nonverbal clues to understand meaning (ibid.).
Activities that support development of these micro-skills in young learners (YL) are songs, chants, role plays and drama, because they provide authentic language and real-world context that make language learning meaningful, motivating and useful (Brown 2001). Arnold (2005) emphasizes the delicacy of choosing appropriate materials for listening activities caused by the fact that such materials “need to have an authentic meaning to young learners“. Davanellos (1999, 13) argues that songs have a great teaching potential because they provide examples of everyday language and present the natural opportunity for meaningful repetition. That is why young learner classes have a variety of fun songs and chants that help children learn vocabulary and grammar while improving their oral skills.
Listening strategies are found to be very important for young learners (YL), especially intelligent guessing like predicting, guessing from context and recognizing discourse patterns and markers (Brewster, Ellis and Girard 2004, in Shin 2011). Shin (ibid.) points out that ‘building that help students improve their listening comprehension beyond the classroom’ is of paramount importance. Listening strategies can be developed by encouraging young learners to guess from context and supporting their listening comprehension by using visuals, mime and facial expressions. Demonstrating language by using realia in contexts that are of interest to children or personalizing a context can also be effective. Total Physical Response (TPR) activities have the power to immediately tell the teacher how successfully children have understood commands because children have to respond to them physically. A very useful and engaging listening activity can be related to teacher’s instructions for making an origami (paper folding) object; it can be a very simple one, but its potential for developing listening skill and engaging all children is great.