The Process of Listening
Listening, the most frequently used form of language
skill, plays a significant role in daily communication and educational
process. In spite of its importance,
listening ability development has received only slight emphasis in language
instruction.
Before talk about the process of listening Mcgraw
(2004:49) identify four kinds of listening there are:
1. Appreciative listening —listening for pleasure or enjoyment, as when we lis-ten to music, to a comedy routine, or to an entertaining speech.
2. Empathic listening —listening to provide emotional support for the speaker, as when a psychiatrist listens to a patient or when we lend a sympathetic ear to a friend in distress.
3. Comprehensive listening —listening to understand the message of a speaker, as when we attend a classroom lecture or listen to directions for finding a friend’s house.
4. Critical listening —listening to evaluate a message for purposes of accepting or rejecting it, as when we listen to the sales pitch of a used-car dealer or the campaign speech of a political candidate.
Although all
four kinds of listening are important, this chapter deals primarily with
comprehensive listening and critical listening. They are the kinds of listening
you will use most often when listening to speeches in class, when taking
lecture notes in other courses, when communicating at work, and when responding
to the barrage of commercials, political messages, and other persuasive appeals
you face every day. They are also the kinds of listening that are most closely
tied to critical thinking.
CEK JUGA KUMPULAN SKRIPSI BAHASA INGGRIS LISTENING DI SINI
Thanajaro (2000:17) Traditionally, many teachers have
believed that listening is a natural skill that is developed by children on
their own and that does not require teaching.
At all educational levels, listening has been the forgotten language
skill for generations. In spite of its importance,
the listening skill has received little attention in language teaching and
learning. Not only has listening been
neglected as an area of instruction in schools, listening has also been
unattended as an area of research. One reason for the neglect of listening
comprehension as a research area might be the lack of instruments to measure
and evaluate listening, causing difficulties in concretely measuring and
evaluating the skills in listening.
The differences between hearing and listening Hearing
occurs passively and
involuntarily as sound
is received through
the ear structures. This passive act
does not involve the direction of attention to sound while Listening is
an active, voluntary
process. It involves
selecting sound and
directing attention to focus.
Listening involves the
desire to communicate
and the ability
to focus on certain sounds for discrimination and interpretation,
(Frick, 2001).
According to Studijos (2009:5) Listening
comprehension is an interactive,
interpretive process where listeners use both
prior knowledge and
linguistic knowledge in understanding messages. In other words,
both „top-down‟ and „bottom-up‟ processes are at work in the listening
activity. It is a continuum where learners will lean towards one process or the
other depending on their knowledge of the language, the topic or the listening
objectives. If objectives are established before the listening task, learners
have a purpose. They can become
selective and decide
which of the
two processes will be activated.
There are some definitions
about listening. It can be concluded
that the students listen and understand the lectures. Teachers should teach the
students appropriate listening strategies. There is no an ideal method that
fits all kinds of classes. But we
should find our
students’ limit,
diagnose their capacity,
and find out
the factors that
may influence their listening
comprehension. Then we
may offer them
to complete different
type of activities.
Listening tasks should involve progress from fundamental to more complex
as the student obtains in language ability.
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