Nowadays foreign language teaching has become established in the majority of primary schools. The introduction of foreign language teaching in primary schools leads to an improvement of linguistic and communicative competency. Due to the fact that pupils begin to learn English in grade one they automatically extend their learning time and they also start to learn the language in the most opportune moment in their life. Even shy pupils realize that they already know some English words, which they got to know from different kinds of advertising in radio, television or the internet. Another point is that it is possible to communicate in English without knowing much words or structures. As a result, the pupils’ motivation to learn the language retains.
As a teacher it is important to know which expectations you can have on your pupils and which accomplishments this young learners are able to achieve. Teachers should also be aware of the fact that children will always acquire new language input in a defined order. First they hear new input through listening. Then they attempt to repeat the new input through speaking. Through reading the children will see the written form of the new input and in the last step the children would write the new word themselves (cf. Clausen, 2009, p.8). So listening is a basic skill which is a foundation for any other skill like speaking, reading and writing.
According to that this term paper focuses on how to teach listening. Its main purpose is to provide information about theoretical and practical approaches, especially with emphasis on the listening skill in primary school. Moreover it gives an insight into appropriate behaviour of teachers and of different methods a teacher can use to improve children’s listening skills.
Table of Contents
1. Introduction
2. Theoretical approach
2.1 The listening situation
2.2 The listening process
2.3 Extensive and intensive listening types
2.4 Listening strategies
3. Practical approach
3.1 The Teacher – professional conduct
3.2 Learning goals at the end of fourth grade
3.3 Listening Activities in class
3.3.1 Prelistening activities
3.3.2 (While-) listening activities
3.3.3. Post- listening
4. Conclusion
Objectives and Core Topics
The primary objective of this paper is to explore the pedagogical significance of listening skills within primary school English language teaching. It addresses the fundamental role of listening as a foundational skill for language acquisition, examining both the theoretical underpinnings of listening comprehension and the practical methodologies teachers can employ to foster these abilities in young learners.
- Theoretical foundations of the listening process, including bottom-up and top-down processing.
- Distinctions between extensive and intensive listening in a classroom context.
- Professional teacher conduct and the importance of modulating the voice.
- Practical classification of listening activities into pre-, while-, and post-listening phases.
- Methodological approaches such as Total Physical Response (TPR), miming, and storytelling.
Excerpt from the Book
3.3.1 Prelistening activities
In classroom the activation of both strategies, bottom-up and top-down, can be fostered by performing prelistening activities. They can be used when the teacher plans to work with a story of a specific topic. The activities should serve to prepare children well enough to understand the main information of the actual listening part. Moreover, they should always relate to the following listening task and make clear what the story, song, or record is about. Thus, during the prelistening activity important key words, vocabulary, or other items of the listening text might be discussed (cf. Elsner 2010, p.81). This ensures that children’s background information for the top-down processing gets activated and, simultaneously, they learn new words which are relevant for their listening text and are also used in bottom-up processing (cf. Nunan 2003, p. 29).
To reactivate words which are significant for the ensuing listening text, the teacher might create a mind map on the blackboard, introduce a song, let the children draw pictures or make imitations. He/she might also present the cover of a book or display illustrations, which fit to the story, so that the children can make predictions about the topic and content (Brewster & Ellis 2002, p. 28). Whichever variant the teacher chooses, through prelistening activities the learners should obtain an idea of what the listening text will be about. Additionally, the activities should optimally prepare the pupils, so that they are convinced to understand the listening part. When the children feel well prepared, they will automatically feel more confident and motivated and therefore, will be willing to listen carefully to a story, song, or record (cf. Elsner 2010, p. 82). In every storytelling lesson this attitude is a necessary prerequisite for a beneficial lesson.
Summary of Chapters
1. Introduction: Outlines the significance of foreign language teaching in primary schools and establishes listening as the foundational skill for overall linguistic competence.
2. Theoretical approach: Discusses the nature of the listening situation and the cognitive processes (bottom-up/top-down) involved in comprehension, alongside various listening types and strategies.
3. Practical approach: Provides a comprehensive guide for teachers on professional conduct and details specific classroom activities categorized into pre-, while-, and post-listening phases.
4. Conclusion: Summarizes the influence of teacher behavior on student progress and reaffirms the necessity of structured listening activities in foreign language learning.
Keywords
Listening skill, primary school, foreign language teaching, communicative competence, top-down processing, bottom-up processing, prelistening activities, Total Physical Response, TPR, storytelling, listening strategies, language acquisition, classroom methodology, vocabulary, comprehension.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the pedagogical importance of teaching listening skills in primary English language education and provides a framework for integrating listening tasks effectively into lessons.
What are the central themes discussed in the work?
Central themes include the cognitive processes of listening, the role of the teacher in facilitating comprehension, and the categorization of listening activities into pre-, while-, and post-listening phases.
What is the core research goal?
The goal is to inform educators about both the theoretical necessity of listening as a basic skill and the practical methods to enhance children's ability to process and comprehend spoken English.
Which scientific methods are primarily utilized?
The paper utilizes a literature-based approach, synthesizing key didactic theories and pedagogical models from experts such as Nunan, Harmer, and Elsner to create a practical framework.
What content is covered in the main section?
The main section covers professional teacher conduct, specific learning goals for the fourth grade, and detailed examples of classroom activities including TPR, miming, and storytelling.
Which keywords characterize this paper?
Key terms include listening skills, communicative competence, cognitive processing, and classroom management techniques for young learners.
Why is the "Total Physical Response" (TPR) method highlighted?
TPR is highlighted because it allows children to demonstrate understanding without verbal communication, making it an excellent tool for assessing comprehension in early language learners.
How should a teacher balance "bottom-up" and "top-down" processing?
The author suggests that these strategies should be fostered simultaneously and flexibly through activities that activate both existing background knowledge and specific linguistic details like vocabulary.
What is the role of the "Post-listening" phase?
The post-listening phase is essential for consolidating knowledge and checking whether the content of the listening text has been correctly understood by the pupils.
Can pupils use their mother tongue during listening exercises?
Yes, the author notes that young learners are allowed to use their mother tongue to express understanding or ask questions if they are not yet able to do so in English, which maintains motivation and confidence.
- Quote paper
- Anonym (Author), 2015, The Listening Skill. Theoretical and Practical Approaches, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/300104
