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     Listening is often confused with hearing. While 

hearing is a biological process that can be scientifically 

explained, listening is a neurological cognitive regarding 

the processing of auditory stimuli received by the 

auditory system.

Teaching listening is so 

challenging that teachers must 

think carefully about making 

activities successful and 

contents interesting. 

1.Use pre-listening activities. The purpose for 

using pre activities is to activate prior knowledge 

2. Teachers have to 

understand that human 

beings have limitations 

while procesisng 

information. Then, 

teachers must figure out a 

way to help them to over 

come some of the 

limitations.  

3. Motivation. 

Language teachers 

cannot effectively 

teach a language if 

they do not 

understand the 

relationship between 

motivation and its 

effect on language 

acquisition.

Botton Up Listening.      It is used to believe that 

listeners build up their understanding of a text by 

working out what each individual sound was, then 

adding these up inti a word, understanding the word, 

cheking the meaning of the words with the word 

around them, etc. (a bit like building up a wall from 

the individual bricks).

Top-Down listening. In this theory, we make 

use of what we already know to help us 

predict the structure and content of the text, 

and getting a general overall impression of 

the message. This theory uses the Schemata 

for Listening which is simply the link 

between all thoughts and concepts on a topic 

that we as humans possess.

1. No overt response activities: Students do not 

have to do anything in response to the listening text.  

songs or watching movies and videos .

2. Short response activities: Students don't 

only have to give responses verbally but can 

also respond by performing a task in response 

to instructions

3. Long response activities: Students can engage in 

answering questions verbally about a listening text, 

taking notes from a mini-lecture by rewriting what you 

said in different words to the ones you used or writing a 

brief summary of a listening text. 

1. Spoken language is different from written 

language. Spoken language is not organized, 

does not consist of complete sentences and is 

full of interruptions, hesitations and 

repetition and does not necessarily contain a 

lot of information.

2. Listeners would have "expectations" about how 

a conversation might go, what they are going to 

hear and what their interlocutor is going to say. 

The implication is that there should be pre-listening 

activities to prepare students for what they will hear. 

3. Listeners have contextual knowledge about 

the speaker and the situation. Thus, pre-

listening activities should ensure that students 

are privy to contextual knowledge. 

4. Listening and hearing is NOT the same thing. 

Hearing is the act of perceiving sound. It is involuntary 

and simply refers to the reception of aural stimuli. 

Listening is a selective activity which involves the 

reception and the interpretation of aural stimuli. It 

involves decoding the sound into meaning. 

5. Listening is an active process That is fully 

concentrating on what is being said rather than 

just passively ‘hearing’ the message of the 

speaker. It involves listening with all 

senses. 

1.Listening for the main idea. students listen to 

identify the overall ideas expressed in the whole 

recording.