Teaching receptive skills - Reading and listening

Task 1 - What are the two receptive skills?

The two receptive skills are:

i. Reading

ii. Listening

Task 2 - Describe the different specialist skills needed for reading and listening successfully:

i- Predictive skills

This skill enable someone to predict the content of an article, dialogue etc. from a headline or introduction.

ii- Specific information- Scanning

We often like to hear or read a specific information. For example, we are only interested to know the result of a particular hockey match in the newspaper. We listen to the news, only concentrating when a particular story comes up.

iii- General Idea- Skimming

We read or listen to get general idea of a certain text/dialogue. We do not focus on each and every detail, but to get general understanding of the content.

iv- Detailed information

Sometimes we read or listen in order to know the details. For example, when reading or listening to detailed direction to get to some place. We have to read/listen to them carefully and give our full concentration to get the full benefit out of them.

v- Deduction from text

Sometimes we have to understand or deduce the meaning of individual words or phrases from the context in which we hear/read them. Sometimes we have to understand beyond the literal meaning of the words or phrases. For example, if we read that you are in non-smoking zone then its not just for information but it also warn us not to smoke in this zone.

Task 3 - Why is the choice of topic so important? How can the teacher generate interest in the topic?

Choice of topic

The topic of a text or dialogue also plays a vital role in the motivation of students. If the topic is not interesting then it is likely that students may not take interest in the activity. Therefore choice of topic should be carefully done. It will not be always true that the topic which is interesting for the teacher is also interesting for the students. Every student has his/her own interest, therefore a topic might be interesting for some students but not for all. It is important to select those topics which may be of interest for majority of the students.

A good teacher always try to find out the inerest of the students, which may help in the selection of suitable material for the students.

Create interest in the topic

If the teacher can get the students motivated and engaged in the tasks, then there is greater possibility that the students may read and listen with interest and enthusiasm. There might be possibility that initially students may not have the interest in the topic. There are number of ways to create interest among the students. For example, the teacher may discuss about the topic, give some interesting information, show some pictures related to the topics, pridicting what the text will be about and other 'engage' phase activities.

Task 4 - What does the teacher need to consider when selecting a text or dialogue?

Selection of text or dialogue

If the teacher is careful in the selection of reading and listening materials for the students then he/she can expose the students to the variety of authentic and non-authentic texts. Authentic texts are not designed for students whereas non-authentic are. Non-authentic text allows students to access materials that contains language which is more appropriate to the students’ abilities, whereas authentic texts will expose students to texts which will give them confidence in their skills. Authentic materials should be carefully selected, so as to focus what students know, rather than how much they don't know.

Teaching listening

Teaching listening skills is one of the most difficult tasks for any ESL teacher. This is because successful listening skills are acquired over time and with lots of practice. It's frustrating for students because there are no rules as in grammar teaching. Speaking and writing also have very specific exercises that can lead to improved skills. This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.

One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn't understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.

They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time.

I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, you'll be much more likely to continue jogging and get fit.

Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve.