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Listening skill difficulties
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the writer is going to present Definition of Listening, Running Dictation Method and Steps of Running Dictation Method.
2.1. Reviews of Listening
In this sub- chapter discuss the definition of listening, types of listening, and listening problems. The discussions are as follows:
2.1.1. Definition of Listening
Listening is one of the most important language skills. It plays an important role in mastering a language. Besides, Listening is as one of four basics English skills that have many definitions from different experts. As defined by Linse, (2006: 25) listening comprehension skill can prepare children to develop reading comprehension skill because by developing good listening skills, children are able to match the sounds with corresponding symbols when they decodes words. It means
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This method has some advantages in English learning, there are:
1. Running dictation can improve listening skill
2. Running dictation is an activity that seems to always have a positive effect on classroom management.
3. Running dictation helps learners see the relationships between spelling and pronunciation.
4. Running dictation can lead into oral communication activities.
5. Running dictation can help the teacher to make their students active in learning listening.
Based on statements above, the writer wants to make an experimental research to know how far running dictation can improve students listening skill at SMP Sultan Fatah Demak. The writer makes an experimental research with the title “THE USE OF RUNNING DICTATION TO TEACH LISTENING SKILL”.
2.3. Steps of Running Dictation Method
A running dictation can be used for almost any topic. The steps of Running Dictation are:
1. The teacher prepares ten short
Educator needs to write down words (on paper) in case a student was unable to complete task. Inform the class that they will be writing a multiple paragraph
In his essay “How We Listen,” Aaron Copland classifies and divides the listening process into three parts: “the sensuous place, the expressive plane, and the sheerly musical plane” (1074). I believe by this mechanical separation, Copland succeeds in discussing difficult topic, so natural that most people tend to by pass it. He uses analogy and sometimes stresses on certain situation where these planes are abused or become a cause of a problem. The main purpose for Copland to separate the listening process is for the reader to learn and study how they listen. Copland’s success in the clarification mainly because of two methods: (1) Categorizing the listening process in different parts and use an analogy to unite it to bring back the general idea of the listening process and (2) by answering and addressing to problems so the readers will understand and have a different view of the text.
The students will have a chance to read the words and highlight to distinguish the two different sounds.
Effective listening skills are the ability to actively understand information provided by the speaker, and display interest in the topic discussed. It can also include providing the speaker with feedback, such as the asking of pertinent questions; so the speaker knows the message is being understood.
Listening skill is one of the vital skill during the process of constructing and building meaning, responding to spoken or non-verbal messages. A good listening skill contributes a big aspect in the field of developing a language that consists of speaking and reading. On the other hand, a successful listening varies from different types of advantages taken by the learners of the language during the process of listening being carried on. The learning surrounding plays a crucial role in developing types of listening such as conversations, simple instructions, basic interviews and also discussion in the sub field of spoken discourse. Moreover, spoken discourse is used in daily life through technology resources like internet. The learning surrounding
The skill of listening according to Dr. Robert Bolton (1979) extends beyond simply hearing sound as a physiological sensory process but instead requires and involves interpreting and understanding the sensory experience or what is being heard (p 32). It also is an active experience wherein the listener is fully engaged and has absorbed the information of the speaker while showing interest and providing feedback all while demonstrating that they have heard and understand the message. It is a fair assertion that most people in varying relationships and environments listen in what is considered a passive capacity or only digesting and processing bits and pieces of the speaker’s message. This type of listening lends itself to frequent miscommunication, mixed messages and overall misunderstandings. Effective listening on the other hand provides concise communication, decreases interpersonal conflict and mistakes and also...
Listening is an aspect of communication that vital the building of understanding and of a relationship between individuals. Listening can be an active
To begin, effective listening skills are a key part of communication. Of the different strategies provided for listening effectively, I realized that I do not actively practice several of them. For instance, when people are talking to me, I do not always look at the
Listening is such a basic action it can easily be overlooked by the other parts of interpersonal communication. It should be noted that hearing and listening are commonly misunderstood to have the same meaning, when in fact they are distinct. Hearing is automatic, but listening is not.
In all aspects in life effective listening plays an important role in our lives, both professionally and personally. As many of know from experience listening is never easy in fact it can be difficult to understand what is being said by the speaker. Because of laps in attention we tend to misunderstand some of the messages that are being relayed to us or disregard them altogether. Effective listening is important for receiving the correct feedback from those you’re speaking with and requires a focus that should be central to what is being said or what topic is being discussed.
Let’s explore why listening is so critical. “Adam listened to Eve. In that first spoken word message and all since, no communication occurred until there was a listener. It follows, then, that there has become a much-heightened need to listen. We must understand the fundamental relationship involved, we cannot escape it” (Mills 1). The characteristics of good listening skills can be best understood by using the acronym MASTER. The “m” refers to mental. Mental is the ability to slow down and strategically control our ability to listen. “A” refers to active. Being active utilizes constructive listening responses and constant practice can keep this sharp. The “s” refers to sustaining attention. Experienced concentration is crucial for sustaining attention. “T” refers to target. There are four types of potential listening targets; responsive listening, implicative listening, critical listening and nondirective listening. Responsive listening is the agreement between listener and speaker. Implicative listening involves carefully understanding what is implied by hearing what is said. Critical listening is the process of coming to the point of a subject by clearing away all the non-important information. Nondirective listening is fully hearing the speaker out. The “e” refers to eliminating t...
Listening can be defined as a competence in a broader range of communication skills. Listening is the ability to accurately receive and interpret messages that are being sent in the process of conversation. Good listening skills are considered to lead to effective communication, because well understood messages will most likely result in relevant information being sent back to the sender. The sense of understanding created by mutual exchange of messages, that are listened to, may render a desire to build a stronger relationship with the listener.
Those not thoroughly educated in communication tend to confuse the terms “hearing” and “listening.” Although they appear to mean the same thing, utilize the same body part, and are both required for functional communication, there is a great difference between these two actions. Hearing involves the perception of sound using the ears, while listening is based upon giving attention to the sound being perceived. Additionally, because these concepts are different, there are also several different ways of improving hearing and listening. Thus, there are several differences between these two concepts, and it is important to signify these differences in order to practice effective communication.
Listening is one of the most powerful tools of communication and is a process that is used to receive, convey a meaning, and respond to both verbal and nonverbal messages. It is what we choose to do and it requires more work than speaking. Oftentimes, people simply misunderstand the difference between listening and hearing. Hearing is a passive process that takes in sounds and noises and listening is what you choose to do. This selective process includes 5 phases that can be acquired for us to become effective listeners in the future. The 5 phases are attending, understanding, remembering, critically evaluating (listening), and responding. Once the 5 different areas are understood, we will become aware of what needs to change and how we can change them. This will also allow us to improve our listening skills in the workplace, school, at home, etc.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.