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Date Posted: 04:19:33 11/19/04 Fri
Author: Maria tereza
Subject: Re: Task 5
In reply to: Déborah 's message, "Re: Task 5" on 05:26:27 11/13/04 Sat

>Author: Déborah
Subject: Re: Task 5
In reply to: Kátia 's message, "Task 5" on 16:03:56 11/12/04 Fri

Following a written text: a good option to develop listening skills

According to Penny Ur, in her book ‘Teaching Listening Comprehension’, “the presence of a written version takes some of the pressure off the listening: students can concentrate less with their ears, as it were, because their eyes are doing most of the work” (UR, 1994, p.84). It is true that, when the teacher chooses this kind of activity, he/she is right that it requires less work from the students. However, one difficult that many foreign learners have is following a listening text. They usually get lost while listening because they can not understand some parts of the passage or the text has not got a familiar topic for them. So, a good way to make this activity more pleasurable is giving the students written texts to follow the listening passage.

The first important thing on doing this kind of activity is that it attracts and holds student’s attention. In other words, the class becomes more interesting and pleasurable for the learners. Also, doing this type of exercise, the students can learn while they enjoy the class, that is the way it is a valid experience to be done in a foreign language class.
Another remarkable result of this experience is that the students understand how the language sounds are pronounced and how words are written. In other words, they understand how the language functions and, practicing this, they are improving their listening comprehension and, in consequence, their writing.

If the written text is familiar to the students it will be more pleasurable for them to follow it. It means that, if the teacher brings, for instance, a song that is in the top and every one knows, the learning will be more satisfactory. This is an alternative to help students in their listening comprehension.

“One of the main arguments used to justify the exclusion of listening from the curriculum in the past was that listening cannot (IF YOU TALK ABOUT THE PAST IT IS BETTER TO USE COULD NOT) be taught. This justification is unacceptable if we believe that ‘to teach’ means ‘to facilitate learning’ and if we see the role of the teacher as being the support and guidance of learners”. (UNDERWOOD, 1994, p.21) This passage confirms what had been said before: the teacher can facilitate the student’s learning using some different activities, such as written texts – songs, stories, and dialogues – for them to follow while they are listening to a passage. But, as the learning of the students is improving, the teacher can give this kind of activity in a less frequency.

DÉBORAH, IN MY OPINION, IT IS MISSING A CONCLUSION. I ALSO BELIEVE THAT YOUR REFUTATION IS NOT TOO STRONG. BASED ON WHAT PEOPLE SAID LISTENING COULD NOT BE TAUGHT?

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