Improving Listening Skill
NGÔ THỊ THÙY DUNG
ĐH27AV03
TOPIC: IMPROVING LISTENING SKILL FOR SECOND-YEAR STUDENTS OF FOREIGN LANGUAGE FA CULITY IN BANKING UNIVERSITY abstract introduction literature review
History of listening english skill
A brief review of literature related to language listening english methods shows that “leran more about this in smart talk- a comprehensive set of tools to help you build stronger relationships and overcome communication obstacles” (Lisa B.Marshall,2012. P.4)
In real-life listening situations(Louanne Piccolo,2012,para 1) most of the spoken language we listen to is informal, spontaneous and can contain many features like slurred speech, colloquial vocabulary and incorrect grammar. Listeners usually know in advance something about what is going to be said as they expect to hear something relevant to the context in which they find themselves.
Speakers usually direct what they are saying at the listener and take the listener's character and intentions into account when speaking. Naturally, listeners are normally speakers as well as we usually respond to what we are listening to by taking part in the conversation or by answering questions.
A small amount of the listening we do is done blindly through listening to the radio or talking on the phone. However, most of the time, there is something or someone to look at that is linked to what is being said.
Listening in the Classroom is not the same as real-life listening but is as realistic a simulation of real-life listening as possible. Listening activities should be training students and preparing them for effective functioning outside the classroom. They should also provide students with practice in coping with some features of real-life situations.
Types of Listening Activities
No overt response activities:
Students do not have to do anything in response to the listening text. Often students' facial expression and body language will betray what they have understood. Activities of this
ĐH27AV03
TOPIC: IMPROVING LISTENING SKILL FOR SECOND-YEAR STUDENTS OF FOREIGN LANGUAGE FA CULITY IN BANKING UNIVERSITY abstract introduction literature review
History of listening english skill
A brief review of literature related to language listening english methods shows that “leran more about this in smart talk- a comprehensive set of tools to help you build stronger relationships and overcome communication obstacles” (Lisa B.Marshall,2012. P.4)
In real-life listening situations(Louanne Piccolo,2012,para 1) most of the spoken language we listen to is informal, spontaneous and can contain many features like slurred speech, colloquial vocabulary and incorrect grammar. Listeners usually know in advance something about what is going to be said as they expect to hear something relevant to the context in which they find themselves.
Speakers usually direct what they are saying at the listener and take the listener's character and intentions into account when speaking. Naturally, listeners are normally speakers as well as we usually respond to what we are listening to by taking part in the conversation or by answering questions.
A small amount of the listening we do is done blindly through listening to the radio or talking on the phone. However, most of the time, there is something or someone to look at that is linked to what is being said.
Listening in the Classroom is not the same as real-life listening but is as realistic a simulation of real-life listening as possible. Listening activities should be training students and preparing them for effective functioning outside the classroom. They should also provide students with practice in coping with some features of real-life situations.
Types of Listening Activities
No overt response activities:
Students do not have to do anything in response to the listening text. Often students' facial expression and body language will betray what they have understood. Activities of this