LESSON 2:

STRATEGIES IN TEACHING LIS

PRESENTED BY: JACQUE RIO GARCIA
 TEACHING LISTENING
Teaching this skill provides an avenue for students to be
exposed to rich input and an authentic sample of oral
texts. This allows them to be familiar with what
constitutes oral texts like pronunciation, stress, pitch, and
intonation; and, to be exposed to rich vocabulary and
language structure that is used in varied communicative
settings.
Vandegrift (2004) mentioned that students may use either
top-down or bottom-up processes. As one listens, he/she
may consciously or unconsciously use one or both
processes.
Cahyono and Widiati (2009) mentioned that "successful listeners
are those who can use both bottom-up and top-down processes by
combining the new information and the knowledge that they
already know."
The bottom-up approach, also known as
inductive reasoning, starts with specific
FOR
observations or examples and uses them to in EX:
an ESL class, a bottom-
form generalizations or conclusions. It up approach would begin
involves gathering specific data or
with things such as
information and then building up to a broader
understanding or concept. In this approach, phonics, letters, vowels
the focus is on the details and individual and syllables, which are
elements, which are then combined to form a
larger picture.h
the building blocks of
language.
The top-down approach, also For ex:
known as deductive reasoning, In an English as a Second Language
starts with general principles or class, a top-down approach would
theories and applies them to begin by immersing students in all
aspects of learning English
specific situations or cases. It
immediately, including writing,
involves beginning with an overall reading and pronunciation. Students
understanding or concept and then would not be taught the intricacies of
breaking it down into smaller vowels, nouns and pronouns first,
components or details. In this instead they would be plunged into the
totality of learning English and then
approach, the focus is on the big
gradually learn the building blocks
picture and the overall structure. that make up the English language.
Brown (2006) in Yildirim (2016) elaborated on
this:
Students must hear some sounds (bottom-up processing),
hold them in their working memory long enough (a few
seconds) to connect them, and then interpret what they've
just heard before something new comes along. At the
same time, listeners are using their background
knowledge (top- down processing) to determine meaning
with respect to prior knowledge and schemata".
This claim is supported by several authors and thus leads
to what Lopez, et.al (2020) mentions as an “integrative
approach” in teaching listening which involves three key
stages: before-listening, while-listening, and after-
listening.
As (future) language teachers, you should ensure to provide
activities that would involve students processing and decoding the
text (bottom-up), and then comprehending it using one's schema
(top-down).
According to Vandergrift (2011), "the
greater use of one process over the other
will depend on the listening purpose, the
listeners' characteristics, and the context
where the listening act takes place".
 Richards (2008) in Lopez et.al. (2020) states that:

In real-world listening, both bottom-up and top-down

processes generally occur together. The extent to which
one or the other dominates depends on the listener's
familiarity with the topic and content of a text, the
density of information in a text, the text type, and the
listener's purpose in listening.
BOTTOM-UP:
Teachers may ask students to:
•point out familiar words from the oral texts
•identify the meaning of unfamiliar words from texts listened to
•locate the syllable stress from words, and word stress from
sentences
•identify rhyming words
•listen for pitch levels and intonation patterns
•determine synonyms and antonyms from texts listened to
•identify key words that occurred in a spoken text
•find which modal verbs occurred in a spoken text
identify thought groups
•find collocations and idioms
•point out key transitions in a discourse
•identify grammatical relationships between key elements in
sentences
•determine the order in which words occurred in an utterance
 TOP-DOWN:
•write down as many words and phrases related to the topic they are
about to listen to
•get the idea from the texts listened to discriminate between
emotional reactions
•make predictions and inferences from stories heard
•listen for specific information
•sequence information after listening to a literature piece
•follow directions
•share one's ideas based on the topic heard
•give synthesis from texts heard
•summarize important points
•generate questions from topics heard
•identify conversation themes
•rewrite the listening texts using their own words
•share what the speaker's purpose is and identify his/her
speaking attitude
•students to ask about and/or to describe other expressions
they may have heard
•write a journal of their listening activities
You have also been introduced to the interactive
process of combining both top-down and bottom-up
as teachers design teaching-learning listening
activities. Thus, the activities above may be
integrated and divided into three key stages in
teaching listening: before-listening, while-listening,
and after-listening.
Richards (2008) in Lopez, et.al. (2020) explains that:

the before-listening stage prepares students for

both types of processing through activities that
require activating their previous knowledge,
making predictions, and revising key
vocabulary;
the while-listening stage focuses attention on
comprehension through activities that require selective
listening, listening for main ideas (gist listening), or
understanding the sequence of events (sequencing); and

in the post-listening phase, students should express their

opinions on the topic and respond to comprehension. This
stage may also include a detailed analysis of some sections
of the text that could not be understood by the students.
Moreover, since in most actual listening
students are exposed to real-life conversations,
teachers are encouraged to contextualize
materials and anchor activities on real-life
situations.
The following are some of the exercises using the
principle of interactive approach in listening.
Remember that deciding on what tasks to give and
at which stage they will be given also depends on
the learning outcomes students are expected to
achieve during the session.
 Pre/Before-Listening
•Introduce some vocabulary words from the text.
•Encourage students to write down questions which they would want to
answer after listening.
•Have students sort a text from a jumbled version.
•Ask them to predict what the oral text will be based on its title.
•Ask students questions related to the oral text to activate prior knowledge.
•Pre-listening tasks may include but are not limited to discussion questions,
true or false statements, vocabulary work, prediction tasks and brainstorming
the topic, eliciting real-world knowledge related to the content.
 During/While-Listening
•Instruct students to list down important words.
•Let students guess the meaning of unknown words from the oral texts.
•Ask students to list expressions that occurred while listening.
•Ask students to do cloze exercises while listening.
•Let them show evidence of understanding or non-understanding through
gestures (thumbs up or thumbs down) while listening.
•As the teacher reads the text, or as the audio recording plays, the teacher
may stop at some parts to ask students to write down important points or
give descriptions.
 Post/After-Listening
•Ask students to think and talk about what they heard.
•Let them create and share their dialogues from what they have
listened to.
•Let them write their own opinions and share them with the class.
•Ask them to sequence important events from the stories listened to.
•Let them complete gaps in the text, tick words, and phrases that
are heard, or match and choose pictures.
•Ask questions for comprehension.
•Introduce memory games.
•Let students complete tables, charts, diagrams,
sentences.
•Let them answer multiple-choice and true/false
questions.
•Let them do character portrayals.
•The teacher can also build and expand students'
understanding through integrating other language
skills.
THANK YOU
FOR
LISTENING!