UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE PEDAGOGIA DE LOS IDIOMAS NACIONALES Y
EXTRANJEROS
¨The audio stories and the development listening skill¨
Name: Lorena Abril
Date: 11 November 2020
The
Problem
The
lack of implementation of authentic material such as audio stories, it has as
results that the students' learning being limited. Furthermore, it also limits
the development of listening skills in students which it could be reflected at
the time of rendering exams that require a more advanced level of English and
the use of techniques in understanding listening activities. For that reason,
the activities that allow students to develop their listening skill at any
level of English language learning should be added.
In
the Educational Unit La Salle, the use of auditory activities has not been
applied, this is because the teacher is limited to use only the activities of
the book, in addition the teacher doesn’t have knowledge of how to take
advantage of the technological benefits, currently available. Therefore, this
aspect should be considered, since, at present, education has several
requirements to execute, and when determining the results, the learning process
that it was carried out in the institution is not taken into account.
For
this reason, the researcher directs his research to the importance of audio
stories material and its influence on the development of auditory skills,
especially within the classroom, since it contributes to the better
understanding of the sounds of each word.
Independent
Variable Theoretical Support
Authentic material for
learning
Authentic materials are
important methods intended for the audience of native speakers, it also implies
samples of real language, not only written but also spoken, typically of that
culture (Colorado and Dilley, 2006).
Similarly, Álvarez (2011)
states that real or real objects are important for learning a foreign language
(English), since their authenticity, vocabulary and grammatical forms arouse
interest of students in the target language and culture; while they grant a
variety of activities.
Authentic material is
important as it was created for academic purposes and plays a necessary role as
learning tools, since they are authentic. Authentic material was designed for
native speakers, so it is common to distinguish the real language and culture
in them. In addition, authentic material is a thing of everyday life (Ianiro,
2007).
To conclude, the
authentic material also called realia are real everyday objects that show a
legitimate language about a culture, these are used for learning purposes so
that students, this allows students to familiarize themselves with authentic
expressions, vocabulary and forms grammatical.
Authentic listening material
One could consider that there
are several definitions of what it is to listen to authentic material, however,
the most relevant are the following:
García & Arreza
(2004) states that listening to authentic material is a type of oral or written
language samples, which were initially used to communicate between native
speakers in different real contexts. For this reason, those are not part of a
specific subject, that is, neither the linguistic nor the grammatical point
were involved in them.
Any material that has not
been created for use in the language teaching-learning process (Nunan, 2009). It means that the first objective was to
listen to the authentic material that has allowed people to share their ideas
with each other, however, some experts thought about using it as part of the
academic material, in which students could realize how these language
productions They expressed themselves in real situations.
Garduño (2005) states
that authentic listening materials are radio programs, audio conferences,
calls, fax. In distance education, audioconferencing is considered a form of
primitive communication that has had a pedagogical approach.
Currently, everyday tools
to teach listening are: songs, phone calls, messages, conversations and radio
and television broadcasts.
Brown (1990) expresses
that the most useful material for foreign students are those that contain many
examples of authentic discourse used in a real native context. Therefore,
students will be trained to face such situations.
Audiostories
Storytelling is a
teaching method in the language class that improves communicative teaching. In
developing writing skills, storytelling not only makes the writing procedure
motivational, educational, challenging and creative but also helps students
know their strengths and weaknesses, as well as helps teachers provide help.
suitable for students to reach their potential as English language learners
(Karlsson, 2012).
Stories transfer cultural
heritage. They are also related to the present time and the last time. This
allows students to become aware of the dreams, sufferings, joys and life of
their predecessors when they hear stories. Stories are the bridge that takes
students from today to the past and describes how a type of historical teaching
through stories and an image of the past is open to listeners (Daemi and Ali
Farnia, 2013).
Stories can be a very useful way to illustrate
and express complex, multi-dimensional ideas, emotions and information. Telling
stories can transfer one's competencies and commitments to others (Sole and
Wilson, 2009).
Bouache (2010) stated
that the stories keep the interests in the classroom alive and motivate the
students, create a comfortable environment and enjoyment environment. To decide
whether the hypotheses formulated can be rejected or not, the following steps
were taken to select topics, materials and procedures used in the study.
Dependent variable
Linguistic skills
Linguistic or language
skills are also named as communicative abilities, and therefore it is the
proper way of using the language, depending on social situations. There are
four linguistic skills, but a current study pretends to add the oral interaction
as another skill because the expression and hearing simultaneously enliven at
the beginning of a conversation (Martos F. , 2012).
However, the four skills
are the only ones regarded as linguistic skills while learning a language.
Hinkel (2017) describes the connection of linguistic skills in two ways: “the
direction of communication (in or out) and the method of communication (spoken
or written).”
People who use English
language to express their ideas have different skills, such as talking by
phone, writing letters, listening to radio broadcasts, reading books, etc. It
means, this group of people have the basic skills: listening, speaking,
reading, and writing (Harmer, 1991). Thereby, the priority of linguistic skills
is the human communication. The capacity of sharing individual thoughts, ideas,
or needs with others, and likewise working productively within the society.
Receptive skills
In compliance with SIL
International (1999) the receptive skills are the ones in which learnes decode
the message to reach a correct perception of what transmitters want to
communicate.
In accordance with
Spratt, Pulverness, & Williams (2011), receptive skills involve learners’
responses to language rather than producing. In reading, it would be making
sense of texts while in listening the focus is on the sounds of language, but always
relating the message with the knowledge of the world.
Receptive skills are
linguistic skills where the main aim is to understand and assimilate the
information or data, in this direction students do not produce the language at
all; and that is the reason why they are also named as passive skills.
Actually, they are
categorized by their direction of communication, because students have the role
of receivers for comprehending the information instead of having an active and
direct participation.
Listening skill
Listening skill is
defined as a process in which the ideas that the transmitter wants to express
are received by the addressee, therefore the meaning is represented with the
supporting of the imagination and empathy. This receptive skill is a practice
in which the person who receives the message must connect it to previous
knowledge (Rost, 2002).
Cruz & Tápanes (2010)
in their book, define listening skill as an active process that is not natural,
that is why it needs to be taught. Listening ability works in conjunction with
the speaking, and indeed the level of these skills are equitable most of the
time.
In this active process
students acquire listening comprehension abilities for understanding a foreing
language. These abilities include:
- Clearly understanding
of the message: the listener must have clear global idea of the whole message,
it means he does not need to understand every single word, but connect all of
them to create the main idea.
- Determine the principal
ideas: more than one principal idea can be found in the listening, so students
should pay attention to all the ideas given by the speakers to differentiate
between the main ideas and the secondary ones.
- Identify speakers’
attitude: most of the time, the listener is not able to see the gestures, or
body language; so, he needs to figure out the attitude of the speakers to know,
for example, if they are expressing sarcasm.
- Establish the relation
between the speakers, speakers’ attitude, and the context: this is probably one
of the most important abilities, because the listener should perceive speakers’
relationships, attitudes among each other’s,
