aril isteni 2? How is it different from hearing? You heard, but you didn't listen. You might have bee this line and have perfectly understood what the person tea ia rte ae and f listening are most of the time regarded as synonyms, quite distinct. The former is passive and the latter 1s active. What do you know of listenin, From the dictionary is fcc Hearing is “the process, function or power of perceiving a sound. istening is “to hear something with thoughtful attention.” The Practice and Ethics of Public k Stand up, Speak out: ee eae fomatic brain response to sound that sao is p ‘i Speaking, hearing is “an accidental and au ' Requires do effort.” Listening is “purposeful and focused to understand the meanings expressed by a speaker.” ‘According to Kline (1996), attachment of meaning to the sound. According to Rost (2002), “hearing is a form of perception. Listening is an active and intentional process. Although both hearing and listening involve sound perception, the difference in terms reflects a degree of intention”. Vandergrift (1999) in Yildirim (2016) defines listening as “a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the | arger sociocultural context of the utterance” According to Maureen (2017), hearing is the “act of perceiving sound and receiving sound waves or vibrations through your ear”. Listening is the “‘act ‘of hearing a sound and understanding what you hear”. : E aa eas (2017), “the natural ability or an inborn trait that allows Listening eae u rie ears by catching vibrations is called the hearing.” at, cul recat s the learned skill, in which we can receive sounds through J em into meaningful messages”. “hearing is the reception of sound, listening is the the iar foe i: through the ears, but listening is through the mind and the ability to ie Gide ae (2005) claimed that most children are born with they read, and finali ildren first listen and then start to speak. They speak before nally, writing comes after reading. That is, among all the other language skills, listening j wae listening is the first one to appear (Lundsteen, 1979). Up, listeni F oe ocess where ‘ening is more than just hearing sounds and words. It is an active | | ‘anguage le: a ige learners receive, construct meaning from, and respond to |A —__=—— ‘erbal th a Mess; at Permits an ung ne SAdiku, 2015 states that listening is “a state of artnership i und " partnership in the communicat;g ins Of what is heard and grants the listener full Listening is q ‘nication process” keen interest in j, N integral : Part of communication; thus, we need to develOP, a '8 Our listening skills. As you listen, you interpret ‘De ‘s you do this You ‘or knowledge and ility to manipulate Active Listening In vatious interacti ‘ ndertanding engiteeetons (Cacetoface or vinwal), listeners show fe “uh-huh”, or “oh” Bis ad to the speakers through verbal utterances like i Faaee orga and non-verbal gestures like nodding and pressing the emotic : }om. They can also make comments, ask questions, and take tum participating in the conversation. This proves that listening is active and not a passive skill, “If the listener takes part actively in the process of listening linguistically and uses his/her non-linguistic knowledge to follow up the messaBe that the speaker intends in a conversation, if s/he listens, replies, and asks/answerS questions, it is active listening” (Lindslay & Knight, 2006, Littlewood, 1981 in Yildirim (2016). Anderson and Lynch (2003) added that “understanding is not something that happens because of what speaker says, the listener needs to make connections between what s/he hears and what s/he already knows and at the same time, he/she tries to comprehend the meaning negotiated by the speaker.” What is active listening? ‘Although the previous paragraphs have established that listening is an active skill, not all listening is the same. This skill may not come naturally for many of us. You have to understand that there is a line that separates passive listening and active listening. Passive listening is a little more than hearing. It is regarded as one-way comnanication wherein the receiver does not respond nor give feedback to the speaker in any way. Imagine yourself listening to the one hour and a half lecture of your teacher via Google Meet (for example).’ Your teacher keeps talking, and while you claim that you are “listening” you didn’t show any feedback in the form of clicking the emojis for a response, or using the chat box for questions, or raisi uestions. You may not be doin; 2 ising your hand to answer di 7 ig anything else, yet, you ar also not paying attention to what's being said. e On the other hand, active listening includes tesponding and feedback at the right time. It Fi ae attention not only to the speaker, verbal and non-verbal i wi message but even to the Messages. It is listening a Providing or to the Ccurately,ative context. It ately to the various communic ing appropri derstanding things: it is a key to effective effectively, and respondi jearning, and un is gaining information, I communication. five listening ‘The importance of active listening " people's every jife cannot be argued. Guo and Wills (2006) mentioned that “i 1S the medium tl sinh people jarge proportion of fl it information, thelr. understanding uuman affairs, of vi Highlighting the ianguage learnings aon ca00}) ia andi (2016) language input is "sasy to process as 2 spoken language, through listening Teamers can build an awareness of se systems at various evels and thus establish a base for The importance of act gain a | of the world and hi importance of listening ” states that “no other type 0} received through listeniné: the interworking of langue more fluent productive skills”. ish Language 1998) state LT) classroom, listening is considered 50% of the time that students spend ed to listening (Nunan, 1998). ianguage classrooms ar listed In an Engl a basic skill. Nunan ( functioning in a foreign janguage Moreover, the importance of listening below based on Rost (1994) in Yildirim (2016): jtal in the language classroom becau! it understanding input at the right level, any Jearning (activities) in ise it provides inpt Listening 18 V Jearner. Without cannot begin. spoken language provides learners must interact to achiev language is essential. Moreover, learners’ they hear is an impetus. not an obstacle, to in! . means of interaction for the fearner, Because e understanding. Access to speakers of the failure to understand the language teraction and learning. ge for the learner t© understand ‘Authentic spoken language presents a challen ° tanguage as native speakers use it. ing leamers’ es provide teachers with @ means for drawi interaction patterns) in «Listening exercis forms (vocabulary, attention to new the language. grammar, new some Barriers fo active listening used while listening, ne’s intention to stay foc noise, attention span, Sometimes even if it is 0 may have difficulty staying attentive due to several factors like and listening or receiver apprehension. ay ira if a ie ne common distraction when listening. Noise does not pa adie hing physical but also psychological (internal thoughts), asic needs), semantic noise, and (word meanings 4 interpretation), receiver biases,CHAPTER de LESSON 1: The Concept and Importance of Listening 7 Attentioy m span. As fut ture teachers, you should know that your students can only maintai fain focus hog sed attention for a finite length of time. Thus, classroom lectures should be areas short, interesting, and engaging. If you are a speaker, on any occasion-formal or ii : or inform interference, al, you need to apply certain strategies to prevent this Receiver bias ; speaker or the a ‘ preconceived ideas and opinions, whether about the the listening process a topic, can be considered as noise and may interfere in information. Even with, ee hinder one from receiving new points of view a time and promote o ese biases, it is important to withhold judgment all the )pen-minded listening. ‘ note ear receiver apprehension. Listening ot receiver apprehension hie infuemiatio you might be unable to understand the message or process ae on correctly or be able to adapt your thinking to include the information coherently (Wheeless, 1975 in Stand up, Speak out The Practice and Ethics of Public Speaking, 2011). It is important to address this by identifying your audience’s (students’) current understanding of the topic. You should not underestimate or overestimate your audience’s knowledge of 4 subject. 6 Key Active Listenil Skill The Center for Creative Leadership (ntips:/www.ccl org/articles/leading- -skills/) provided this active effectively-articles/coaching-others-use-active listening listening skillset which you can practice fo improve your active listening skills. (*) i Pay Attention In active listening, We give the speaker our undivided attention. It is concentrating on the speaker's message while integrating one’s own prior knowledge and experiences. It also involves paying attention not just to the speaker’s message but also to the non-verbal gestures. It is also being aware of jnd when engaging in the communication process. It is letting one’s frame of mim ‘ the speaker finish first (without interrupting) before responding and giving feedback. CO Withhold Judgment ‘As we engage in conversations, it is but normal . to s0 i : dear am those of other people. In active listening, i is eae have opposing , ortant to stay open-8B | Teaching and Assessment of the Macroskills ‘ome varied ideas, new perspectives, and different opinions, Sune an ee ely without criticizing, judging, ang Good listeners know how to respond appropriat insisting on their point of view. munication process allows you to understand the speaker's experiences and the emotions that come with them. Reflecting in this context refers to rephrasing and repeating or reaffirming both the words and the feelings of the speaker. The purposes of this are as follows (https://www, skillsyouneed.conv/ips/reflecting.html): | the speakers to ‘hear’ their thoughts and to focus on what they | Reflecting during the co e toallow say and feel; to show the speakers that you are trying to perceive the world as they see it and that you are doing your best to understand their messages; and «to encourage them to continue talking. * If you have noticed, this technique in active listening focuses more on the speaker rather than on the listener. The listener in this case will not ask questions nor give his/her own opinion of the topic, rather, helps the speaker direct his/her | thoughts and encourage him/her to continue speaking. In active listening, feedbacking is very important, However, to be able to | provide accurate and relevant feedback, the listener has to clarify information that | has not been clearly understood; or to ask for more information or details about the topic. Moreover, the listener may ask questions. You may also clarify by asking, What do you mean by...?” Or summarize by saying This provides an opportunity for the speaker to fill in a information or to correct misconception: understand what is being comm ‘So, you mean that. im any missing pieces of the s. Use this technique when you want to | nunicated in context, In addition to clarity; cate clarify ing, you can also su sation to ensure that you hav fe mmarize or restate key points in the © the same understanding of the intention andERI message of SHON Te oan pref La the speaker. wp, Conept and Inporanc of Listening | 9 what was said, R : len jnformation nny Rabe the main cummatize, “stati There may also °, himsetthherelf™ ee heard correctly Wi Te on a te clarifying and be instances and to review histher thoughts and fi ane arvel hm fe bee tae a er thugs tod feelings. : understood the speaker, izing show that you’ ‘| You're taking the conversation “seriously”. QO Share _In the previous discussion, you’ to insist and impose your Sioa you've learned to withhold judgment and not provide relevant, accurate, leet However, it also doesn’t mean that you will not fevitd to wider ed ant needed feedback to the speaker. Active listening is jad unintat open snide understood. As you listen intently to the other person fy canting Bdin® Your be fay you will also begin to understand ‘where the person ‘aie iain aceon eee! able to understand his perspectives and feelings. As you aoe text of the speaker, you can begin 10 introduce (without perspectives, ideas, and feelings without judgments. Ethical listening ‘As you apply these key active listenin listening, Ethical listening highlights the importa intentions. Respect is the key to active listening. respected when it is your turn to speal respect to others whether you agree with them or not. Remember the golden rule “In everything, do to others what you ‘would have them do to you... .” (Golden Rule, precept in the Gospel of Matthew 7:12). According to Coopman and Lull (2008) “the creation of a climate of caring and mutual understanding, observing that “respecting others” perspectives js one hallmark of the effective listener”. 2 skills, you are also promoting ethical ‘nce of listening with honest If you want to be heard and ik, you should also extend the same degree of Stages of Listening 4 There are indeed several factors that can interfere with listening. Thus, DeVito 1g process into five mental tasks or stages namely: ‘vided the listenin m standing, reme! bering, evaluating, and responding. (2000) has di receiving, unde! 9” Stage 1. Receiving : The first stase of the listening process 1s receiving which involves two other activities like hearing and attending. As the listener hears the message, pujene tries to isolate it from al the rest of the physical noise heard. The next important activity in this stage 1S for the listener to attend to the message by0 | Teaching and Assessment of the Macroskills words, The sounds heard are text, In this stage, you must Pay attention to dating other thoughts to ensure that you have both verbal and non-verbal ‘identifying and interpreting the sounds heard merely sounds unless put in cot the speaker and avoid accommo not missed any information, or messages @ sige 2. Understanding In understanding or compreh accommodated in the first stage, the Tis determine the context and assign_meanin heard. “Determining the context and meaning o| assigning meaning in language, is essential to underst . in tum, is essential to understanding @ speaker's message Communications, 1.d.). In this stage, you should also be a factors that may affect your understanding like the choice of words, accent, language fluency, physical noise, perceptions, experiences, and the like. You may want to use the ‘clarify’ strategy you've Tearned in active listening to help you with your mental reconstruction of the speaker’s message. © Stage 3. Remembering ‘According to Harvard Business Review, people usually forget up to half g to it. Edgar within the first eight hours of listenin; — students only retain at least Is is vital to be ending the messages that you have listener in this stage will have to, g to the words and utterances f individual words, as well as anding sentences. This, » (Lumen Boundless iware of some ‘of what they've heard Dale’s Cone of Experience says the same thing 20% of what they hear. In this stage, remembering all detai able to move forward in the conversation. Sometimes listening attentively is not enough since there might be a message that is too complex and thus needs highly developed listening skills. You also have to consider that “you can improve your memory of a message by processing it meaningfully-that is, by applying it in ways that are meaningful to you” (Gluck, et al., 2008). One way to do this is to “make associations to past remembered information. This can help a listener understand what she is currently hearing in a wider context” (Lumen Boundless Communication, n.d.) A Stage 4. Evaluating In this stage, the listener assesses the information after making @ reasonable objective interpretation of the message One strategy for active listening that you've learned in the previous section is to “withhold judgment” while the speaker is still talking, However, this stage sometimes often starts too early in the listening process especially when topics are sens itive, emotional, debatable, and conflicting. If this happens, the listener will just basically listen only to what he/she wants to hear. It is also in this stage wherein the listener tries to review mentally and determine the veracity of the information (with considerations of the speaker’s context) against his/her knowledge and experiences. Moreover, since each one has his/her perspectives, experiences, and even biases, evaluation of the same messageF a er eee 1-LEsso a SSON 1: The ay Vary de ‘The Concept and Importance of Listening | 1 1 message ae ‘nding on speaker has his/her claims. @ Stage 5. Responding Tl he last Stage which communication proce; SS. the |i 0 listener. ensure that b ria Speak clearly, To expe oth speaker a a 4 positive acceptance of the Present idea And listener disagree agreeably, the a8 logically, and provide evidence to is gi rartiinaie It ie A sr is an important aspect of the : Feedback cin Sither be vaty Sere natal signify your verbal and non-verbal reactions. For example, during virtual : classes. s aie buttons or the ae give their feedback through the uestions, clarifying, req ‘or verbal feedback, this may be in the Gr ta ae 1%, requesting additional information, repeating, feedback Sécuii afithe speaker has said. Take note as well that not all nodding while the 5 ee The listener may. offer non-verbal signals like be eocmative ee eee to show involvement. This is referred to csaloe tte Goenmunioaicn ative feedback on the other hand is given at the ter The Process of For the past years, listening p! students only listened to repeat am However, the work of ‘Asher, Postovsky, way in putting more attention to the role 0! a key factor in facilitating language learning. Moreover, most lite process of listening ~ @P uudio-lingual methods, jation (for speaking). shen has paved the understanding and Jayed an important role in a .d develop a better pronune ‘Winitz, and, later, Kra f listening as a tool for ‘common terms related to the ‘Top-down and bottom-up describe Row a person processes, listening 15: Tr come literature, these are also regarded as strategies in proces ing and understanding listening texts. In this context, we use 2S ar eroandings ofthe FEMS 85 YOR cull anchor your listening activities (in the ott Jessons) on anese CWO PeTSPSS A To perform real-life listening, you usually casein zon your reason for listening pottom-uP stener, at the onset, “uses the information he/: In the bottomen? ‘yord meanings, and disc®ls markers, then after, tries to she has about Sout nding of what he/she reads or hears one step at a time” assemble his/her 1 ener in this case Jooks for contextual clues from the text 0 (Brown, 2006). TE Ts first decoding the sennantl syntactic, and phonological oo underserance is mans of understanding te listening oF oken texts, Eee ators have ao elaborated on this Press eo Nunan (1998) this kind of processing linearly consists of According ' ting from the smallest significant units to complete texts, s. He elaborates that this process i nds, § ea ig wens ee of the proces: pad ‘sonemic units that are linked together to form words, which includes decoding P ature would point out two down and bottom-up- process, the li vari42 | Teaching ane Assessment “of the Macroskills LV —_eArartt—-— OO in turn are combined to form phrases that later come together to form utterances, which are finally linked together to form meaningful texts. : Hinkel (2006) mentioned that bottom-up processing: constitutes a view of listening which is based on the linguistic elements of comprehension and aims to develop the students’ abilities in identifying formal clements such as words, sentence limits, contractions, individual sounds, and sound combinations. As per Brown (2006), bottom-up processing involves using our knowledge about sounds, word meanings, and discourse markers to set up the understanding of what we hear, In this sense, he explains that it is important to hear some sounds and keep them long enough in our working memory SO that they can be connected to allow the interpretation of the message before there is new incoming information to be processed, Likewise, Richards (2008) det decoding, where comprehension starts Ww! Successive levels of organization (sounds, words, clauses, sentences, texts) to establish the relationship between the constituent elements of the sentences and understand their meaning based on the listener’s lexical and grammatical competence. ‘Although recognizing that language learning, it is conveniet fines bottom-up processing as a process of ith the analysis of the input data in these syntactic elements are very important in nt to remember that these linguistic aspects are just temporary carriers of meanings (Richards, 2008) and, that the foreign language must be understood within specific social contexts (Rost, 2011), which means that it is not enough for listeners to rely exclusively on their linguistic knowledge to understand spoken texts. To achieve this goal successfully, they must be able to integrate contextual knowledge and general knowledge about the world (Wang; Treffers-Daller, 2017). On the other hand, Yildirim (2016) explains that in a top-down process, “learners use their background knowledge to comprehend the meaning by considering previous knowledge and schemata”, It means using, You knowledge and experiences of the world (schema) in comprehending a text “The listener does not rely on understanding individual letters, words, phrases, sentences, or sounds; rather, uses his/her existing information and knowledge that might come from outside the text. The top-down process highlights that understanding starts from the listener’s background knowledge of the situation and of the world in general then works down towards the individual sounds. ‘This process is further explained from the words of these authors Top-down processing includes a semantic dimension that emerges from the listener’s memory and integrates the new information offered by the text with the previous knowledge that he or she possesses It also incorporates a pragmatic dimension, which allows the listener to make use of his or her social knowledge to obtain and construct contextual meaning in coordination, collaboration, and imteraction with the speaker (Rost, 2011). beCHAPTI [ER 1 ~LESSON 1: The Concept and Importance of Listening 13 This process demands : ee, the listener’s acti i iginal meaning, with the help listener’s active reconstruction of the speaker's wwledge of the context and of incoming sounds and clues, the use of their prior wybat is being said (Nunan, 1998, Reaete situation, to be able to understand Aen ee ; Brown, 2006; Richards, 2008). ae sing, aural comprehension depends on the listener's ability {0 activite his knowledge-based schemata! i | constructs, familiarity with the topic as well schemata’ based on his cultural co! ie saventions (Hinkel, 2006 ell as the use of discourse clues and pragma ering, 0p-down » 2006), While bottom-up processing goes from language 0 ae Processing moves from meaning to language (Richards, 2008). Moreover, based on their knowledge of the context, listeners can predict she message and confirm their predictions through inference (Nation; Newio} 2009). This Tequires the use of the context and the listeners’ previous experiential, cultural, textual, linguistic, and pragmatic knowledge for the activation of their conceptual framework to interpret the incoming message, which may be in principle incomprehensible to them (Vandergrift, 2011). Lopez, et. al. (2020) summarize these ideas as “top-down processing demands listeners’ background knowledge activation, which may include their knowledge of the world, of the social and cultural context, along with their knowledge of speech events and particular text types, to understand the meaning of spoken texts. On the other hand, bottom-up processing implies relying on their knowledge of the linguistic code to achieve progressive meaning construction, starting from the phonetic level up to the discursive level.” These two processes are considered correlated although they involve very distinct listening activities. These two are both used to construct meaning. Buck (1994) in Nihei, (2002), explains that “to arrive at an understanding of the message, listeners must understand the phonetic input, vocabulary, and syntax (bottom-up processing), and, at the same time, use the context of a situation, general knowledge, and past experiences (top-down processing)”. Thus, leads to an integrative approach in teaching listening (Lopez et.al, 2020). Lis Based on the listening process discussed, there are specific listening skills or | eens that students need to acquire to develop their listening ability. As a a cher, you have to provide instruction as to how your students will acquire such lls, Skills are “competencies which native listeners possess and which non oe need to acquire concerning the language they are learning” (Field, 1998 ect 2002). Moreover, You have to inform your students that acquiring these fe ific competencies for listening would require work and practice just like h kane effort when trying to master speaking, reading, writing. Thus, | ow ees have to be able to identify which particular competenci: » language ectve listening and provide opportunities and relevant activities thar weet dents acquire such. activities that would help edi14 | Teaching and Assessment of the Mactoskills | The following skill classification is ado} ted by Nihei (2002) from an artic! Richards (1987): pted by Nihei (2002) from an a cle by | ability to recognize reduced forms of words: 2. ability to distinguish word boundaries; 3. ability to detect keywords (ie., those which identify topics and propositions); 4. ability to guess the meanings of words from the contexts in which they occur: 5. ability to recognize cohesive devices in spoken discourse; 6. ability to distinguish between major and minor constituents; 7. ability to recognize the communicative functions of utterances, according to situations, participants, goals; 8. ability to reconstruct or infer situations, goals, participants, procedures; 9. ability to use real-world knowledge and experience to work out purposes, goals, settings, procedures; 10. ability to.predict outcomes from events described; 11. ability to infer links and connections between events; 12. ability to distinguish between literal and implied meanings; 13. ability to recognize markers of coherence in discourse, and to detect such | relations as the main idea, supporting the idea, given information, new | information, generalization, exemplification; | 14. ability to process speech containing pauses, errors, corrections; | 15. ability to make use of facial, paralinguistic, and other clues to work out meanings; and 16. ability to adjust listening strategies to different kinds of listener purposes or goals. So maybe your question now is how will these be taught side by side with the listing of competencies as reflected in the curriculum guide. Rost (1990) purported that these competencies are “better learned when aspects of the skill are practiced in ‘clusters’ rather than in minimal units”. It means that “it is not until several skills are involved and practiced in one lesson that they can be effectively developed and improved’. In Lesson 2, you will be introduced to specific methods and activities that you can use in the classroom to help your students become effective active listeners. 0 Ci rehen ing to ‘Target Lan| The LSRW (listening-speaking-reading-writing) method suggests that students learning a new language will first be taught how 10 listen. This is because listening Provides much aural input and data and enables the language leamer to interact in Spoken communication, To understand the nuances in a particular language, one Must be able to listen. Schmidt (1990) highlighted the role of listening in facilitating Second language acquisition. He argues that a learner will not comprehend and learnCHAPTER 1 -L NON 1: The Concept and Importance of Listening | 1 i 5 ing from the input he hears unless he ny emarked, “The only linguistic materials the fi mething about the input. we siretches on that attract the child's attention to in language-making noticed a ies in memory.” Likewise, Stephen ea degree to ain ot "The bet tvs ao there how it my “competent sible sat in Tow anxiety situations, containing messages that students wan! 1 s want to hear.” any ¢ importance of listening as a la i ‘of Rost (2001) and Vandergrift 01), be edie rae Hie of acquiring the second language and ycpmesaagy oh 9 mess e in real-time since it internali a SE ee Eat ia in ye ail Th -malizes language rules and favors the development phe ame ills’ : e K to 12 Curriculum Guide in English has reflected sstening oa atten as one of the language domains identified that “students to learn and that teachers need to teach in greater detail” ‘Acknowledging that indeed listening skill is a fundamental tool in the language teaching and learning s, the curriculum guide specifically stipulates the competencies, under the ing comprehension domain, that students need to acquire. you might have ‘observed in language classes that usually the mn to, then asks them dies meats listent Consequently, teacher gives students samples of oral texts and passages to lister about what they have understood. Richards (2016) states that the “view of listening is based on the assumption that the main function of listening in second language leaning is to facilitate understanding of spoken discourse’ teachers also need to “consider how listening can provi further development of second-language proficiency”. ‘As observed, in most English language classrooms, a listening activity and then evaluate how well they understand wha Nemtchinova (2013) elaborates this as: “When teachers ask studen' "He added that language ide input that triggers the teachers give students t was heard. 1s to make predictions, discuss the ‘main the idea of the text, or Summarize it, the primary concern is how well they understand what they hear. Teachers ‘each students strategies 10 facilitate comprehension and tell them not to cling to every word but to try to derive meaning from what they recognize This approach encourages learners to rely on a familiar language and provides little opportunity (0 boost linguistic development. It ‘equates listening with listening comprehension, overlooking the important role listening plays in language acquisition.” rs have to supplement comprehension goals with acquisition goals. There 1 nothing wrong with the current practice, however, teachers are encouraged to move from listening as comprehension to listening as acquisition. This can be done by. providing students activities that require “accurate Tecognition and recall of words, syntax, and expressions that occurred in the input” such as “dictation, cloze exercises, and identifying differences between spoken and written text” (Richards, 2008 in Nemtchinova, 2013). The learner has to try to incorporate new linguistic items into his or her language repertoire, that is, to use them in oral production (Richards, 2016). , He further pointed out that teache116 | Nd Asses: croskills eachiny T ay ig and Sessment of the Ma il or a In the j : Introducti i who ition of this Chapter, you have been acquainte MO introduced th rrenlighted that fone of listening in facilitating language acquisition. He | gh “accurate re 8 also have to introduce the nuances of the language | Occurred in the j Cognition and recall of words, syntax, and expressions that tests, and the Wine da : Activities may include dictation in dictocomp, Cloze Richards (2016) e (Activities will be further discussed in the next lesson), that require - further elaborates that “learners need to take part in activities forms for vee | to ‘try :out and experiment in using newly noticed language repertoire” earning items to become incorporated into their linguistic . As Nemtchinova (2013) suggested: “Students could perform more productive activities requiring the use of target forms from the text, such as reading transcripts aloud, sentence completion, dialogue practice, and role-playing. As learners work with transcripts and use the language in speaking activities, they master the forms they have heard. Extending listening instruction to develop students’ abilities to understand oral speech an vocabulary, and id to acquire sound patterns, grammar reflects the multifacete: d with Schmid d nature of the listening process.”