Lesson 6:

• Engels
• MBO
• Studiejaar 1

Listening skills

Lesson objectives 

- Discuss the listening test

- Demonstrate helpful listening proficiency practice site

-Learn about radiotelephony terminology

1. Predicting content

Imagine you've just turned on your TV. You see a man in a suit standing in front of a large map with the symbols of a sun, clouds, and thunder. What do you imagine he is about to tell you? Most likely, this is going to be a weather forecast. You can expect to hear words like 'sunny', 'windy' and 'overcast'. You'll probably hear the use of the future tense: 'It'll be a cold start to the day'; 'there'll be showers in the afternoon', etc.

Depending on the context – a news report, a university lecture, an exchange in a supermarket – you can often predict the kind of words and style of language the speaker will use. Our knowledge of the world helps us anticipate the kind of information we are likely to hear. Moreover, when we predict the topic of a talk or a conversation, all the related vocabulary stored in our brains is 'activated' to help us better understand what we're listening to.

2. Listening for gist

Imagine you are a superhero flying in the sky. From that height, it is possible to see what the entire area is like, how densely populated it is, the kind of houses in each area.

When listening, it is also possible to get the ‘whole picture’ but with one crucial difference: information comes in a sequence. And in that sequence of information, there are content words (the nouns, adjectives and verbs) that can help you form that picture. We often call this listening for gist.

For example, the words 'food', 'friends', 'fun', 'park' and 'sunny day' have their own meanings, but when you hear the words in sequence, they help form the context of a picnic.

3. Detecting signposts

Just like the traffic lights on roads, there are signposts in language that help us follow what we're listening to. These words, which link ideas, help us to understand what the speaker is talking about and where they are taking us. They're particularly important in presentations and lectures.

For example, if a university lecturer says: 'I am going to talk about three factors affecting global warming…' then later on you might hear the phrases 'first of all', 'moving on to' and 'in summary' to indicate the next part of the talk. Other words and phrases can function in a similar way. For instance, to clarify ('in other words', 'to put it another way'); to give examples ('to illustrate this', 'for example'), and so on. Take a look at this list of phrases for more examples.

4. Listening for details

Imagine you are a detective taking a closer look at those buildings you saw earlier on as a superhero. This time, rather than taking in the big picture, you're looking for something specific and rejecting anything that does not match what's on your list.

Similarly, when listening for details, you are interested in a specific kind of information – perhaps a number, name or object. You can ignore anything that does not sound relevant. In this way, you are able to narrow down your search and get the detail you need.

In a listening test, if you are asked to write down the age of a person, listen for the words related to age ('old', 'young', 'years', 'date of birth', etc.) or a number that could represent that person's age. If it is a conversation, you might wait to hear someone beginning a question with 'How old…?'

5. Inferring meaning

Imagine you are a tourist in a country whose language you do not speak. In a restaurant, you hand over a credit card to pay for the bill, but the server seems to say something apologetic in response. Even though you don't understand his words, you can probably conclude that the restaurant doesn't take credit cards, and you need to pay with cash instead.

This is the technique of inferring meaning: using clues and prior knowledge about a situation to work out the meaning of what we hear.

Similarly, we can infer the relationship between people from the words they use, without having to find out directly. Take the following conversation:

A: Tom, did you do your homework?

B: I did, sir, but the dog ate it.

A: That's a terrible excuse. You'll never pass your exams if you don't work harder.

We can infer from the use of the words 'homework' and 'exams' that this is a conversation between a student and his teacher. By using contextual clues and our knowledge of the world, we can work out what's being said, who is speaking and what's taking place.

What you need to know

This semester's test will focus on listening, and it will focus on a generic topic. 

To prepare for this test, here are the following site to help you prepare for the listening test and practice your listening skills. 

www.esl-lab.com

learnenglish.britishcouncil.org