LITERATURE: TEACHING THE STUDENTS HOW TO LISTEN

 There are four macro skills in the English language; Speaking, Reading, Listening and Writing.  Of these four, seemingly, the second language teacher does not allocate equal teaching time to the listening skills compared to the other language skills. `             One teaching strategy in language acquisition is the reading aloud of different literary genres.  When…


 There are four macro skills in the English language; Speaking, Reading, Listening and Writing.  Of these four, seemingly, the second language teacher does not allocate equal teaching time to the listening skills compared to the other language skills. `

            One teaching strategy in language acquisition is the reading aloud of different literary genres.  When read aloud, literature also offers an excellent context for developing global listening skills. The many literary types available on audio tape can also be used as a basis for an extensive listening library.  One clear advantage of encouraging students to listen to literature read by professionals is that such material exposes students to a variety of dialects and voice qualities.

            Another type of listening task that can be used in L2 classrooms involves storytelling.  Morgan and Rinvolucri, as cited by Celci-Murcia(2005) in their book, Once Upon A Time, argue convincingly that the quality of listening that occurs when someone is telling a story” is “radically different from that during listening comprehension from a tape. The latter is always the third person listening, a kind of eavesdropping that is strangely uncompelling.  To be told a story by a live storyteller, on the contrary,, involves one in ‘I –thou’ listening, where the listeners can directly influence the telling.”

            Teachers can also use literary texts as a basis for having students write their own dialogue then read the texts made by them, while the rests of the students attentively listen. The students can also actually watch a role play or an actual play, so that students will have the opportunity to listen and examine the difference on such things as the sequencing of turns in conversation, stated and implied meanings, ellipsis, figures of speech used and the pronunciation of words by the characters.

            With these strategies students will not only appreciate literature but at the same time they will learn and acquire the second language with facility.

 

Reference:

Murcia-Celce, M. UsingLiterary Texts To Integrate Skills. Teaching English As A Second or Foreign Language.  Heine &Heinie.Thomson Learning Asia. 2006.

By: Mercelina Q. Sanggalang | Teacher III | Luakan National High School | Dinalupihan, Bataan