The Four Principles Of Listening Strategies

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

The ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing - it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people.

This author also addresses the importance of striking a balance between teaching English, as well as allowing the student to keep their voice. This is so important when helping students, teachers must provide students with the skill set, not the answers. Students would be getting help from a program for ELLs, courses that specialize in helping students use their native language when learning a new language, and allowing students to use their mother tongue in certain situations. These are all important because they are encouraging to the

Active listening is an attentive and interactive form of listening. One of the primary objectives of active listening is establishing and achieving empathy among all parties engaged in communication together. The words a person uses during communication are important, yet active listening includes listening to a person's words as well as interpreting and intuiting what a person feels and thinks. Active listening is a highly engaging activity. Active listening requires the person doing the listening to have a very keen awareness of all aspects of the communication. Active listening then is a sensory activity that challenges the listener to see, hear, sense, perceive, understand, feel, empathize, and reciprocate.

Definition: Listening, in the context of interpersonal skills, is the art of actively receiving the information and messages being offered through both verbal and non-verbal communication (www.skillsyouneed.com). The interpersonal skill of listening means more than just hearing. It means being purposeful in your intent to not only hear and respond, but to understand what is being shared.

Without effective strategies, students' listening comprehension turns to be challenging, problematic, and ineffective activity (Mendelsohn,2006:79).Using listening strategies by the second language learners help them to cope with the difficulties they experience while listening. Concisely, teaching listening strategies supports listening comprehension, forms learners' self-control learning habit and increases independent learning ability. Listening strategies as well as linguistic knowledge are necessary to successful listening comprehension(Wen-sheng,2007:73).Historically, Rubin(1975)was the first academic in the field of second language acquisition who saw a direct association between good language learners and learning strategies. Indeed, Rubin's(1975)study paved the way to a strategy based approach of L2 teaching and learning concluding that good language strategies create good language

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that ranged from conventional methods like Grammar translation method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all the methods, that the learners were passive and the teaching-learning process was mechanical. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching paved its way into classrooms in the early 1960’s and has been widely acclaimed by educationists so far. The present paper glimpses briefly the emergence of the learner-friendly,

With older approaches like the structuralist and behaviorist approaches the teacher was the one with the perfect knowledge of the foreign language, however, we know now that students need to be autonomous and take an active part in the learning experience and that the teacher should play a facilitating role in the classroom. Of course, teaching, and learning have also been influenced by the need for standardization, while in the past teachers went to their classes having full control of what they would teach. A teacher’s role is to be flexible to the needs of the learners and the approach of the larger institution. It is only when a teacher can balance both that effective teaching and learning can take place in the language classroom.

Commenting on the existing coursebooks, Hill and Tomlinson(2003) suggest a list of listening activities that have potential for achieving rich intake of language, such as listening to short stories,extracts from novels, anecdotes, plays, news, documentaries and commentaries and poems and then engaging in discussions with peers on various topics. Such task-oriented activities provide learners with a reason to speak. While facilitating intake, interactive listening activities also provide opportunities to process the information in multidimensional ways. This process includes mental repetition of what is heard, connecting what is heard to life experiences and knowledge of the world and responding effectively. This helps in rich and relevant intake as well as retention of silent features of the

Student motivation and engagement is crucial for success in language learning. Motivation has been widely discussed by leading scholars like, Dornyei and Gardner (use first names) of Second Language Acquisition (SLA), particularly focusing on how it affects English Language Learners (ELLs) performance in various aspects of the L2 language and learning process. Teachers and students commonly use the term motivation to explain what causes success or failure in learning (Guilloteaux & Dornyei, 2008). Without sufficient motivation, even learners with the most remarkable abilities, excellent teachers, and curriculum, still cannot accomplish long-term goals.

The above definitions show that no researchers define language learning strategies in exactly the same way. All these definitions provide insights into understanding the process of learning a language. How to define learning strategies is crucial in underpinning the framework of researchers’ study. Definition is fundamental to laying the foundation for the areas of research. However, these definitions of language learning strategies reveals some problems. “Learning strategies” is such a broad word that it can refer to the general approaches or specific techniques used to learn a language. Maybe it is the main reason why the definitions are atheoretical. There are other two problems: Are learning strategies to be perceived of as behavioural or mental? Are learning strategies conscious and intentional or subconscious?

Language learning is usually seen as a problem solving activity to be engaged in by the students both independently and as a group, and the teacher needs to stay "out of the way” in the process as much as possible.

Nonkukhetkhong et al (2006) investigated perceptions and implementation of five Thai EFL teachers of the Lerner-centred approach (LCA) to teaching English as a foreign language (TEFL) in Thai secondary school contexts through employing interviews, classroom observation and self-reporting as methods of investigation. The findings of this study revealed an interest among the teachers to implement the LCA and CLT for TEFL but reported many contextual challenges for this implementation (see 3.3.4). Although the sample involved in this study was not representative, its findings were very interesting and indicative. Promising results about the implementation of the Communicative

Abstract Learner autonomy emerges as the result of many methodological innovations in second/foreign language teaching over the last dec1ades, especially in communicative language teaching and learner-centered approaches. As the learner has become the center of the foreign language teaching, autonomy has been attributed to the learner as one of the essential capabilities that a learner should have. Learners are the ones who are in charge of learning. To motivate learners in language education can happen only if the learners can learn on their own as well as the cooperation with