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UNIVERSITI UTARA MALAYSIA

COLLEGE OF ARTS AND SCIENCES

PUSAT PENGAJIAN PENDIDIKAN & BAHASA MODEN

SUBJECT:

SGRE3063 LISTENING AND SPEAKING SKILLS

TOPIC:

“PROBLEM IN LISTENING FACED WITH THE PUPILS”

LECTURER:

PN. FAHAINIS BINTI MOHD YUSOF

PREPARED BY:

217275 AHMAD TARMIZI BIN MOHAMMAD HASHIM

217326 BADRUL HISHAM BIN MOHD RIDHWAN

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LISTENING SKILLS

(YEAR 5 – K.B.S.R.)

1.1.1 Listen to and repeat words that contain the following sound:

(ii) final consonants.

-/t/ and /d/

1.1.2 Listen to and identify different types of letter sounds.

1.1.3 Listen to and group words according to the same sounds.

1.2.3 Listen to and repeat chants, poems, rhymes and songs paying attention to

pronunciation, stress and intonation correctly.

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MATERIALS

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PROBLEM IN LISTENING FACED WITH THE PUPILS

Listening Comprehension

Listening comprehension is the receptive skill in the oral mode. When we speak of

listening what we really mean is listening and understanding what we hear. Listening

comprehension also is more than just hearing what is said; rather, it is a pupil’s ability to

understand the meaning of the words he hears and to relate to them in some way. When

pupils hear a story, for instance, good listening comprehension enables them to understand it,

remember it, discuss it, and even retell it in their own words. This is an important skill to

develop even at an early age, because good listeners grow up to become good

communicators.

An important factor in listening is whether or not we are taking part in the interaction.

Eavesdropping on a conversation is very different from actually participating in one. Because

of this, it may seem a waste of time to involve learning in classroom task in which pupils are

involved in listening to conversations among other people. In this case the teacher could

provide learners with strategies for comprehending conversation outside the classroom in

which they are not actively involved, but which may provide them with input to feed their

teaching learning process, finally their pupils will get a better result in their examination.

The first problem pupils have is predicting what the speaker is going to say with. In

fact, the prediction brings about a number of advantages to pupils in their listening

comprehension. The problem is believed to cause by the habit of listening to word by word.

They do not focus on any particular cues which help them predict what is going to be talked

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about. However, in every listening task, cues are provided indirectly that well-trained or

experienced listener could recognise it naturally. For instance, the title of the task can help

learners to guess the points coming next. In addition, prediction can be made by photos,

maps, charts or anything that provided in the listening. Besides, making questions relating to

the listening topic would keep pupils motivated and improve their comprehension.

There would be no worry if these questions do not match the next points in the

listening task. Creating predictions questions, would maintain the pupils’ focus on their tasks.

Furthermore, the answers to these prepared questions in the pre-listening stage could be the

actual main ideas of the listening task. In this way, prediction question is such a useful way

for comprehension improvement.

The second problem is the limitation of vocabulary power. Some listeners thought

that meaning resides within the unfamiliar words so they need a huge amount of vocabulary.

On facing a new word, they tend to find out the meaning rather than infer it from the context.

Here are some techniques for references:

The first and most basic strategy is to use the clues which are the words or phrases

coming after the unknown words. Nevertheless, pupils have to make sure that they do

not spend much time on guessing the unfamiliar word or they will miss the speaker’s

next point. In addition, the speakers may use synonyms, antonyms or appositives to

explain the words.

The third problem is recognizing the main points in listening comprehension. If pupils

cannot obtain any main points, failure will be an inevitable result. Most of the pupils cannot

recognise the main points in a listening because they concentrate too much on listening to

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word by word. Thus they cannot identify the key words or the content words of the listening

tasks. However, there are clues suggested to identify the main points in listening.

Discourse marker is considered to be the bridge that leads to the points. It is such a

natural thing that the speakers often signal the main points with discourse markers. Different

markers with particular expressions keep listeners catch up to the turning points of the task.

Marker of addition (in addition, moreover, furthermore, etc.) announces a modification or an

addition to an idea while marker of cause and sequence (because, due to the fact that, as a

result, consequently) informs us the reason and the result of a fact or an action.

Repetition is supposed to be the signal of main points. When a word or phrase is

repeated for several times, possibly it covers the important points.

The speed of the speech also supplies cues for catching the main points. As a matter

of fact, the natural talk is very fast to second language learners so it makes up some trouble to

the non-native speaker. Nevertheless, in the streaming of listening pupils would notice that

sometimes the speaker speaks a bit slower and clearer than he did before. This is mostly the

points of the listening. It is the chance for pupils to capture the necessary information in a

listening text. Emphasis is a natural factor in speaking so speaker also emphasizes to signal

the most significant ideas. What pupils should do is to pay attention to the speed and the

intonation of the speaker and identify the points.