listening comprehension

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LISTENING COMPREHENSION

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LISTENING COMPREHENSION .

• Language understanding begins with listening

• A child listens to language referents• The child associates the object with the language• The child now understands the language referent

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FACTORS AFFECTING LISTENING COMPREHENSION

Hearing impairment Low cognitive ability


1) Hearing impairment

2) Low cognitive ability

3) Auditory processing problem

4) Aphasia

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Hearing impairment :– When there is a problem in the reception of

auditory language, understanding will be a problem

Even with a hearing impairment, there is a need to consider

– Degree of hearing loss– When hearing loss occurs– Type of hearing loss– The auditory training received– Family background

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Auditory processing problem– A child who has no hearing impairment may still

have difficulty understanding what he hears if he has a problem processing what he hears. This happens when he has an :

Auditory discrimination problem Auditory figureground problem Auditory memory problem Auditory closure problem

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LISTENING COMPREHENSION PROBLEMS

Following verbal directions

Understanding abstract concepts related to time and space

Provide examples of verbal directions that you give in the classroom

Provide examples of spatial concepts.

Provide examples of time concepts.

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Understanding jokes Understanding

figurative language

Understanding words with multiple meanings

Tell us a joke so that we can laugh about it

What do you mean when you call a person : a snake, Father Christmas, a crook, a rat, a chicken

Give the meanings of the following :

a) times d) book

b) circle e) cover

c) box f) left

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Understanding irregular verb tenses

Understanding compound sentences

What is the past tense form for these words :

a) go d) break

b) eat e) fly

c) take f) fall

Let’s try our skill at making compound sentences :

a) The man was sick.

The woman was sick.

b) John ate bananas.

Jane ate oranges.

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Understanding complex sentences

Understanding discourse

Combine these sentences :

a) Aida did not come to school. Aida had a fever.

b) John is four years old. John is my neighbour.

c) He did not win. He did not give up hope.

Did you as a teacher try to carry out discussions with your students? Was it difficult?

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ASSESSING LISTENING COMPREHENSION

Nouns– Use pictures– Use actual objects

Adjectives :

Procedure : Point to ……..

Nouns taught include : objects in the classroom, body parts, vehicles, animals and fruits

Show same objects but with different characteristics and ask the students to point to the object with a particular characteristic

Eg. Point to the tallest boy.

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Verbs : Prepositions :

Ask students to perform action

Show pictures of similar objects but in different positions and ask student to point to the picture in the position named.

Why can’t you use different objects?

How else can you test for understanding of prepositions?

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Tenses : Understanding directions and instructions

Use pictures of an actionin different stages ofcompletion : one picture of an action in progress, one before the action has takenPlace and one indicating that the action is completed

Give simple instructions and ask students to perform the action.

Ask students to point to :

• The boy is eating.

• The boy has eaten.

• The boy is going to eat.

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Understanding Discourse

Read something from a text, and then ask questions based on the text.

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SOME LISTENING SKILLS TO TEACH

Auditory awareness of language sounds

Understanding words and concepts

A student needs to have a large vocabulary base to understand language

A student needs to understand concepts in order to understand language. For instance, what makes a chair a chair.

A student needs to be aware of the existence of the phonemes in language, that is the vowels and consonants

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Understanding sentences

Auditory memory

When we communicate, we don’t use single words. Communicational messages are conveyed through sentences, so it is essential that students understand sentences.

Do you still remember what the person you are talking to said to you? If you have difficulty remembering what is said, then you may have an auditory memory problem.

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Listening comprehension

Critical listening

Do you believe in everything you hear? We should know when some things said to us do not make sense.

After reading a passage, you should be able to answer comprehension questions because you have understood what is read.

After listening to what is said you should also be able to answer basic questions if you have understood what was said.

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Story reading

Teachers should make it a point to tell stories to students for this activity will help students understand connected text

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TEACHING VOCABULARY & CONCEPTS

Tell us how you taught your students names of objects and actions (Nouns and Verbs)

How did you teach Adjectives?

Did you try to teach them that what makes a chair a chair or a dog a dog? Did they know that even a small little stool is a chair? Or that OSIM and OGAWA massage chairs are a type of chair?

Did you try to teach them superordinates or category words? You should for these are actually difficult words to understand.

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TEACHING STUDENTS TO UNDERSTAND SENTENCES

Share with us how you taught your students to understand instructions

Explain how you can teach understanding of sentences if you were given pictures to use.

How did you teach (a) the, a and an (b) is, are, am, (c) and, but, (d) what, where, when (e) in, on behind, in front of?

Riddles could be a fun activity to carry out in class

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ACTIVITIES TO ENHANCE AUDITORY MEMORY

Giving multiple directions :

(a) place some objects in front of the student and give

several instructions on where to place the objects

(b) give multiple instructions to the student

Teach nursery rhymes

Play games like “I went to the shop to buy Coca-Cola.” and the next student has to add to the list, like “I went to the shop to buy Coca-Cola and rice.”.

Say two words and ask the student to repeat the words. Gradually increase the number of words and ask the students to repeat the same words given.

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TEACHING LISTENING COMPREHENSION

Why not have an activity that requires you to give directions, and the students to listen to and follow directions. Give an example.

An interesting activity to have is to read a story and have students assemble pictures in sequence according to the story read.

For better students, read them a story and ask questions that require them to

(a) provide specific details

(b) provide the main ideas

© make inferences

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TEACHING CRITICAL LISTENING

My guess is that even very weak students will be able to recognize absurdities in sentences like

(a) The cat was as big as a house.

(b) The baby climbed up the tree.

For very good students, collect some advertisements and discuss why some of the claims are outrageous. What can you use as your teaching aid to make this activity interesting?

What do you think of this idea? Tell a story or something to the students and then deliberately put up pictures that do not correspond to what is being told. Ask students to correct you.

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ENHANCING LISTENING COMPREHENSION THROUGH STORY-TELLING

My favourite teacher was Miss Tay Li Li who was my form teacher in Standard Two. You know why? Several times a week she told us stories from Aesop’s Fables or Grimm’s Fairy Tales or Tales from Hans Christian Anderson.

My suggestions to the teachers today :

(a) Have story-telling sessions. You can use these to further develop your reading and writing activities.

(b) Why not try out a very popular listening/reading activity that is being practised in American schools today? Tell a story, and at some critical or interesting point, stop and ask the students what is going to happen next. Confirm the predictions by continuing with the story. Repeat the procedure for the whole story.