This document discusses several key aspects of teaching listening as a component of language learning. It identifies five factors that influence listening comprehension: text, interlocutor, task, listener characteristics, and the listening process. It describes the interactive model of listening comprehension and the psychomotor process involved. It also discusses the importance of discourse markers, analyzing vocabulary, distinguishing literal and implied meanings, and how intermediate language learners should be familiar with grammatical contexts that provide information.

1. UNIVERSIDAD CENTRAL DEL ECUADOR
FACULTAD DE FILOSOFÌA, LETRAS Y CIENCIAS DE LA EDUCACIÒN
CARRERA: INGLÈS
MATERIA: TECNOLOGÌAS DE INFORMACIÒN Y COMUNICACIÒN
MAGISTER: PATRICIO CAZAR
ALUMNA: VIVIANA VARGAS

2. Teaching Listening
• Listening as major component in
language.

3. Rubin (1994) identified five such factors:
Text, Interlocutor, Task,
Listener, Process
characteristics.

4. Interactive model of
listening
comprehension.

5. Psychomotor process of
receiving sound waves
through the ear and
transmitting nerve impulses
to the brain.

6. Second language learners must, in such
cases, learn to go "beneath.

7. Types of classroom listening
performance
•Reactive, intensive,
selective, responsive.

8. Capitalize on discourse markers
to process relationship
• A clear comprehension of such
markers can greatly enhance
learners' reading efficiency.

9. Intermediate proficiency levels ought to be
thoroughly familiar with.

10. Analize vocabulary
• Look for prefixes (co-, inter-, un-,
etc.) that may give clues.

11. Look for grammatical contexts that may
signal information.

12. Distinguish between literal and implied
meanings.

13. Many discourse markers in English signal
relationships among ideas as expressed
through phrases, clauses, and sentences.

15. Good morning everyone.
Good luck in your daily
activities.