The listening workshop and the morning discussion that we went through was how we can teach the listening skills to especially military students which was the main purpose of our study. At first we explore the concept of receptive listening and that means to listen more than speak, and how can we make sense of the meaning sounds we hear it, of course by its context and our knowledge of the world.
The second important step was to know the characteristic of the spoken language. It differs from the written language because it has features which can be disappear as it is spoken, fast or slowly, and stresses, also most important the sentences sometimes are not complete in connected speech. It also has facial expressions etc.
Moreover, there were pre-teaching key words involved through the books we looked at, for an example, there is a banana. This was like repeating task followed by sentences with authentic materials pre- listening tasks, so the students can speak as they pronounced, which was contractions, hesitation, utterance, and interruption.
I liked the way these books were presenting the listening activities, by giving them some pre- teaching key words in authentic texts, so the the student have the time to process and understand the language, then they followed them by some listening tasks to know what kind of interaction patterns these conversations were taken place. Sometimes they were while- listening task and some of them not in great number in post- listening tasks.
Finally, we mentioned that since we are teaching military students we must concentrate on the most important skill which was listening intensively, because they are not normal students, they must listen carefully according to their jobs.
The second important step was to know the characteristic of the spoken language. It differs from the written language because it has features which can be disappear as it is spoken, fast or slowly, and stresses, also most important the sentences sometimes are not complete in connected speech. It also has facial expressions etc.
Moreover, there were pre-teaching key words involved through the books we looked at, for an example, there is a banana. This was like repeating task followed by sentences with authentic materials pre- listening tasks, so the students can speak as they pronounced, which was contractions, hesitation, utterance, and interruption.
I liked the way these books were presenting the listening activities, by giving them some pre- teaching key words in authentic texts, so the the student have the time to process and understand the language, then they followed them by some listening tasks to know what kind of interaction patterns these conversations were taken place. Sometimes they were while- listening task and some of them not in great number in post- listening tasks.
Finally, we mentioned that since we are teaching military students we must concentrate on the most important skill which was listening intensively, because they are not normal students, they must listen carefully according to their jobs.
Excellent critical skills.
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