ORAL COMPREHENSION

Edite my answers for these questions:
Question one: Provide a
description of what the micro-listening skills are, including both segmental and
suprasegmental skills. Discuss the importance of teaching these listening
skills in the language classroom, and mention techniques that are useful in
helping students to develop these skills.

An important subfield of the listening
skill is the micro listening skill which is according to Wilson (2018), “micro
listening skills development is about picking up tiny incoming cues—phonemes,
paralinguistic features—and organizing them into coherent words and
phrases”. Those micro- listening skills has two features segmentals and
suprasegmentals.
First. segmental features are meant to
describe the individual sounds of a particular language such as vowels and
consonants, as well as sound combinations (i.e.: triphthongs). Those individual
sounds are commonly described, in linguistic terms, as phonemes which are used
when transcribing oral (or non-oral) texts.
Secondly, suprasegmental features take into
account those segmental features, with the particularity that it affects more
than one sound segment. Before explaining suprasegmentals’ features, it is
important to make a distinction between syllable-timed languages and
stress-timed languages.
Finally, these listening skills have
positive effects in teaching language in the classroom. They are
perceptual abilities that provide the foundation for the development of spoken language
and effective communication

Question 2: Discuss the
procedure for teaching macro-listening skills in the language classroom. Also
discuss how macro-listening skills should be evaluated. Discuss reliability and
validity in terms of evaluating these skills.
Macro-listening skills can be taught in two
different ways; artificially and naturally.
In the case of artificial listening, it
deals with recordings in which there is no interaction and the usage of the
language is unrealistic. Some examples are memorized dialogues, students’
conversations or songs.
On
the other part, natural listening deals with real situations such as daily
conversations, real interviews with teachers or intellectuals, and teacher talk
(interaction student/teacher). From the point of view of evaluation,
macro-listening skills are difficult to evaluate since teachers have to grade
receptive skills rather than productive skills.
Finally, listening skill can be
considered as the most difficult skill to test. First, note-taking of classroom
lectures by professor. Second, editing that provides both a written and spoken
stimulus and requires the test-taker to listen for discrepancies. Third,
interpretive tasks extending the stimulus material to a longer stretch of
discourse and forces the test-taker to infer a response.

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