The document discusses different types of classroom listening performance, including reactive, intensive, responsive, selective, extensive, and interactive listening. It defines each type and provides examples. Reactive listening involves students playing the role of "tape recorders" while intensive listening focuses on language components. Responsive listening requires immediate responses to teacher language. Selective listening involves listening for specific information. Extensive listening provides global understanding while interactive listening incorporates speaking skills. The document also outlines principles for designing effective listening techniques, such as making input comprehensible, appealing to student interests, and using authentic language and contexts. It discusses bottom-up and top-down listening strategies and provides tips for teachers on implementing listening lessons.

1. TEACHING
LISTENING
STRATAN MIHAELA-LUCIANA
1ST
YEAR MAINELT

2. Microskills of listening comprehension
 Retain chunks of language of different lengths in short term
memory;
 Recognize reduced forms of words;
 Discriminate among the distinctive sounds of English;
 Develop and use a battery of listening strategies such as detecting
key words, guessing the meaning of words from context, appeal for
help, and signaling comprehension or lack thereof.

3. Types of classroom listening
performance
 Reactive
 Intensive
 Responsive
 Selective
 Extensive
 Interactive

4. REACTIVE LISTENING
 The listener has the role of a ”tape recorder”
 The listener is not generating meaning
 The teacher is the model
 The only role that reactive listening can play in an
interactive classroom is in brief coral or individual drills
that focus on pronunciation

5. INTENSIVE LISTENING
It focuses on components of discourse such as: phonemes,
words, discourse markers.
It uses bottom-up skills like:
 Students listen for cues in certain coral or individual drills
 The teacher repeats a word or sentence a several times to ”imprint”
it in the students’ mind
 The teacher asks students to a sentence or a longer stretch of
discourse and to notice a specified element, such as intonation,
stress, a contraction, a grammatical structure etc.

6. RESPONSIVE LISTENING
 Short stretches of teacher language designed to elicit immediate
responses
 The students’ task is to process the teacher talk immediately and to
fashion an appropriate reply
Examples:
 Asking questions like : ”How are you today?”
 Giving commands : ”Open the window!”
 Seeking clarification : ”What was the word you said?”
 Checking comprehension

7. SELECTIVE LISTENING
 Requires field independence
 Listening for specific information:
 people’s name
 dates
 certain fact or events
 main ideas or conclusion
 location, situation, context.

8. EXTENSIVE LISTENING
 Global understanding of spoken language
 May require the student to invoke other
interactive skills (e.g. note-taking, and/or
discussion) or full comprehension

9. INTERACTIVE LISTENING
Students need to use speaking skills too in:
 Discussions
 Debates
 Role-plays

10. Principles for Designing Listening
Techniques
 Making sure that input is converted into intake
 techniques for developing listening comprehension
 Intrinsically motivating techniques
 appeal to listeners’ personal interests and goals
 use your students’ cultural background to facilitate the
process of listening
 Authentic language and contexts
 the students can see the relevance of classroom activity to
their long term communicative goals

11. Principles for Designing Listening
Techniques
 Listeners’ responses
 Teachers should design techniques in such a way that students’
responses indicate whether or not their comprehension has been
correct
 Listening strategies as:
 Looking for new words
 Guessing at meanings
 Associating information with one’s existing cognitive structure
(activating background information)
 Seeking clarification
 Bottom-up and top-down techniques

12. Bottom-up techniques
sounds words
grammatical
structures
Lexical
meanings
Final
‘message’

13. Top-down techniques
 Activation of schemata
 Deriving meaning
 Global understanding
 The interpretation of a text

14. The basic structure of a good listening lesson:
 Before Listening
Introduce the topic and find out what they already know about it
(some discussion questions related to the topic). Then provide any
necessary background information and new vocabulary they will need for
the listening activity.
 During Listening
Be specific about what students need to listen for. They can listen for
selective details or general content, or for an emotional tone such as happy,
surprised, or angry. If they are not marking answers or otherwise
responding while listening, tell them ahead of time what will be required
afterward.
 After Listening
Finish with an activity to extend the topic and help students
remember new vocabulary. This could be a discussion group, craft project,
writing task, game, etc.

15. TIPS FOR TEACHERS
 Use short recordings (2-3 minutes).
 Let students check their answers in pairs before
you ask for feedback from the whole class.
 Make it an easy task.
 Allow the students to control the recorder
sometimes.
 Give students the task in advance

16. THANK YOU ALL
FOR YOUR
ATTENTION !!!