Listening Case Study

Listening is one of the most essential ability to understand what you hear. In order to listen effectively, a person should know how to listen. We spend our most time with listening news, television, friends etc. Students almost spend their whole time with listen their lecturer. They are listening to learn something.

If effective listening is taught students properly, they will easily get what they listen. So they can listen consciously and learn faster. We consciously (and systematically) ‘teach’ effective listening, ensuring that students are aware that they are being ‘taught’ to listen to learn. (Caspersz. D. & Stasinska. A, 2015)

Many factors are affecting listening process. For example cultural differences, accent, a vocabulary that

Listening has been characterized as a set of activities that involves an individual‘s capacity to apprehend, recognize, discriminate, or even ignore certain information. It has also been considered to contain complex and active processes that are involved in linguistic knowledge, personal expectation, cognitive processing skills, and world knowledge. Listening involves interaction and negotiation with a speaker and requires prior experience of a listener to best understand and interpret what a speaker says. (Jeon, 2007, p.50)

As we start our lesson, we should apply pre-listening and post listening phases to activate student’s schemata, background knowledge. These activities are crucial because they help students’ listening learning process. This encourages and prepares students for while listening phase. So they are motivated for listening without much effort.

It is important for teachers to plan their lesson depending on their students’ needs and after am observe, teacher can find ideal methods for his students. There is no an ideal method that fits all kinds of classes. But we should find our students’ limit, diagnose their capacity, and find out the factors that may influence their listening comprehension. Then we may offer them to complete different type of activities. Bingol, M. & Celik, B. & Yildiz, N, & Mart, C.

Being an active participant in language learning class allows students/learners to practice what they know or what they have just learned. As a teacher, we should create a life-like environment when we are teaching students a language. This environment should allow students to talk, practice often. For this, information gap activities, role-plays and jigsaw activities are the best practices for foreign language learners to speak with each other for a reason and this creates an authentic environment to speak. So, this activities can save time for both students and teachers in learning process. Teachers should motivate students and facilitate to encourage them. Teacher has to be a model for their students. The learners in experimental group become independent in speaking and did not need the teacher assistance which was in the light of using information gap activities. So, it is recommended to the teachers to use information gap activities to grow self-dependent learners. This strategy of teaching speaking can save time and energy of the teacher and is more practical as far as it is close to the real communication and is strongly supported by many other disciplines, such as psychology, psycholinguistics, sociolinguistics, etc. (Panjehkoubi, E. & Bonyadi A, & Rimani, F.