CTET Notes In Hindi | ROLE OF LISTENING AND SPEAKING
CTET Notes In Hindi | ROLE OF LISTENING AND SPEAKING
ROLE OF LISTENING AND SPEAKING: FUNCTIONS OF LANGUAGE
This segment of English pedagow was tested in CTET exam
through 2 questions in 2012, I question in 2013, 4 questions
in 2014, 3 questions in year 2015 and I question in 2016.
3.1 Listening
Listening comes first in the natural way of learning a
language and forms the foundation tor communicative
competence in the new language. Listening 1s receivin8
language through cars. It is an aural input which involves a
Sender, a message and a receiver. When we listen to
something, we have to identily sounds of specch and process
them into words and sentences.
speech, rhythm and pronunciation ete are learnt through
listening to appropriate language models. Listening in any
languge requires active engagement of learners, focus and
attention.
According to International Listening Association, “Listening
is the process of receiving and constructin8 meaning trom
and responding to spoken and/or non-verbal messages”.
3.11 Types of Listening
The two main types of listening are as follows
1. Discriminative Listening It was first developed at a very
early age and is the most basic form of listening. lt does not
involve the understanding of the meaning of words and
phrases, but merely the different sounds that are produced.
2. Comprehensive Listening It involves understanding the
messages that are being communicated and it is
fundamental to all listening sub-types. In order to be able
to use comprehensive listening, the listener first needs
appropriate vocabulary and language skills.
3.1.2 Essential Conditions for Listening Skills
Some essential conditions for listening skills are as
follows
• The learner should be attentive during the listening
process.
• The volume of speech or sound should be appropriate.
• The hearing organs of the listener should be normal.
• Listen without judging the other person or mentally
criticising the things the other person is telling
• The leaner should be able to understand the meaning of
words conveyed through the sounds.
• The interest of the learner also affects the language
learning process.
3.1.3 Aims of Listening Skills
The primary aims of developing listening skills are to
• understand and infer concepts, ideas, facts etc by merely
listening.
• identify the speaker’s purpose and tone.
• facilitate verbal interaction between people.
• lay the foundation of learning a language.
3.1.4 Strategies to Focus on Listening Process
1. Integrative Meta Cognitive Strategies
These strategies can be divided into three categories
(i) Before Listening
• Set a purpose or decide in advance what to listen for.
• Decide if more linguistic background or knowledgeis
needed.
• Determine whether to enter the text from top down
(attend to overall meaning) or from the bottom up
focus on the words and phrases).
(ii) During Listening
• Verify predictions and check for inaccurate guesses.
• Decide what is and what is not important to
understand.
• Listen/view again to check comprehension.
• Ask for help.
(iii) After Listening
• Evaluate comprehension and strategy use.
• Evaluate comprehension in a particular task or area.
• Evaluate overall progress in listening and in particular
types ot listening tasks.
• Decide if the strategies used were appropriate for the
purpose and for the task.
• Modify strategies if necessary.
2. Using Authentic Materials and Situations
Authentic materials and situations prepare students
for the types of listening, they will need to do when
using the language outside the classroom.
(i) One-Way Communication
Radio and television prOgrammes, public address
announcements (airports, train/bus stations, stores),
speeches and lectures, telephone customer serviceC
recordings are means of one-Way communication.
• Help students identify the listening goal; to obtain
specific intormation; to decide whether to continue
listening: to understand most or all of the message.
• Help students outline predictable sequences in which
intormation may be presented:
who-what-when-where (news stories); who-tlight
number-arriving/ departing-gate number (airport
announcements); “for [function), press [number]”
(telephone recordings).
• Help students to identify key words/phrases to listen
for.
(ii) Two-Way Communication
In authentic two-way communication, the listener
focuses on the speaker’s meaning rather than the
speaker’s language. 1he tocus shitts to language only
when meaning is not clear.
Language input comes in the form of
• Teacher talk
• Listening activities
• Reading passages
• Language heard and read outside the class
All these materials gIve learners opportunity to begin
producing language themselves.
• Content includes intormation about any topic be it
weather report or academic.
• Form can be an input which focusses on how to use the
language or it can be source on vocabulary,
pronunciation and grammar.
3.2 Speaking Skill
Speaking is a productive or expressive skill in oral mode and a
crucial part of learning Speech is normally produced by
manipulating the airstream coming out ot the lungs, speaking is
an act of conversing or expressing one s thougnts and feelings in
spoken language.
To speak often implies conveying intormation. lt may be from
an informal remark to a scholarly presentation to a formal
address.
3.2.1 Types of Speaking Situations
There are three kinds of speaking situations in which we find
ourselves
1. Interactive It includes face to face conversations and telephone
calls in which we alternate between listeníng and speaking.
2. Partially Interactive Speaking situations can be a public speech
where the convention is that the audience does not interrupt the
Speech.
3. Non-Interactive Few speaking situations can be totally
non-interactive such as when recording a speech for a radio
broadcast.
It has been found the athough fear of speaking is common,
studies show that the ability to speak can be enhanced by
improving speaking skils.
3.2.2 Essential Conditions for Speaking Skills
Effective speaking concerns about being able to speak in a
public context with confidence and clarity. Some aspects of
effective speaking are as follows
• Accent.
• Finding one’s voice
• The effect of breath on voice and speech.
• Vocal production In this three core elements of vocal productio
are volume, clarity and variety
• Appropriate gestures while speaking also make it effective.
3.2.3 Aims of Speaking Skills
The primary aims of developing speaking skills are as follows
• Develop the habit of speaking sentences clearly and
comprehensibly.
• Be able to express feelings and emotions in speech or statements.
• Be able to critically evaluate ideas and beliefs of others and to
draw logical conclusions.
• Enable the use of correct words, spellings, stress, rhyme, fluency
pause and appropriate phonetic transcription.
• Make the learner a good and confident speaker.
3.24 Strategies for Developing Speaking Skills
• Speaking is a crucial part of language learning process.
• Effective instructors teach students speaking strategies
which can help them to expand their knowledge of the
language and their contidence in using it.
• Sometimes learners are asked to build up a stock of
minimal responses to be used in different types of
exchanges.
• These minimal responses are predictable and useful for
beginners.
• Students can be made aware of different scripts for
different situations like greetings or compliments or
pologies.
• Through interactive activities instructors can gve
students practice in managing and varying the language
that different scripts contain.
• Speaking skill can also be developed by creating an
authentic practice environment within the classroom.
• Such type of language environment arouses confidence in
even shy students.
• Such practice helps students even outside the classroom
where communication is required.
Using Minimal Responses
• Sometimes to encourage learners who lack in the ability to
participate in oral interaction, the teacher can help them
build up a stock of minimal responses that they can use in
different types of exchanges.
• This situation enables a learner to focus on what the other
paurticipant is saying, without having to Simultaneously
plan a response.
Recognising Scripts
• Some communication situations are associated with a
Predictable set of spoken exchanges- a script, greetings,
apologies, compliments, invitations and other functions
that are influenced by social and cultural norms often
follow patterns or scripts.
• The transactional exchanges involved in activities Such as
obtaining information and making a purchase. In these
scripts, the relationship between a speaker turn and the
one that follows it can often be anticipated.
• Instructors can help students develop speaking ability by
making them aware of the scripts for different situations
so that they can predict what they will hear and what they
will need to say in response.
• Through interactive activities, instructors can give
students practice in managing and varying the language
that different scripts contain.
Using Language to Talk about Language
• Language learners are often too embarrassed or shy to say
anything when they do not understand another speaker or
when they realise that a conversation partner has not
understood them.
• Instructors can hep students overcome this reticence by
assuring them that misunderstandings and need for
clarification can occur in any type of interaction.
• Clarification phrases help the students to respond positively.
Instructors can create an authentic practice environment
within the classroom itself through such strategies. Such
situations arouse confidence in students to manage various
communication situations that they may encounter outside
the classroom.
3.2.5 Suggestions for Developing Speaking and Listening Skills
Following are some suggestions for developing speaking and
listening skills
• The class should be divided into small groups
• Instructors/teachers serve as a good model for the learners.
Learners generally imitate their teachers. hus,
pronunciation, stress, rhythm and intonation of the teacher
should be good.
• At the primary level, speaking activities should include
Beetngs, ntOmal requests, asking personal information,
sharing stories, experience and interests.
• Language skill can be learnt by activities through or based on
situations.
• Individual attention must be given to learners.
One or two periods per section should be allotted for oral
conversation exclusively.
• The teachers should have a sympathetic outlook towards
listening and speaking shortcomings of learners.
• Language 1s the ultimate means ot communication.
• An agreed code exists in all languages according to the
culture of the country.
3.2.5 Various Uses of Listening and Speaking Skills
Children Use their Listening Skills to
• understand concepts, facts, ideas, feelings etc.
• understand particular sounds that are intimately connected
with certain objects.
• focus on and try to comprehend the speaker’s meaning.
• understand the characteristics of English speech and sounds,
including stress and intonation patterns.
• understand the correct pronunciation of words.
Children Use their Speaking Skills to
• develop and enhance their vocabulary.
• express their feelings or views.
• get fluency and proficiency in the language.
• improve their diction and learn from mistakes
• non-verbal actions such as facial expressions and
gestures that accompany speech help to make children
understand the feelings of others.
Functions of a Language
• Develops four skills (LSRW-Listening, Speaking,
Reading, Writing).
• Verbal interaction.
• The expressive function.
• Social function.
• Cultural function.
• Communicative approach helps in understanding phonemes
(pronunciation) and morphemes (spellings) and grammar.
3.2.7 How Children Use it as a Tool?
• Children use a form of language to communicate their
thoughts, needs, desires and express their feelings.
• They maintain their relation with the society and share their
culture by interacting with the help of their language.
• Children apply the words and sentence previously listened to at
other places to communicate with others. They come across
with their aesthetic values in the form of written records in
terms of stories or poems.
• Children use words asa tool by which they store information
• Children develop their thinking abilities with the use of
language which helps in generating new ideas.
CHAPTER EXERE
1. Which of the following
statement(s) is/are correct?
A. Skills should be developed in
sequential order and in an
integrated, manner
B. Listening involves learning,
processing and evaluating.
C. Top-down strategies of listening
are listener based.
D. Top-down and bottom-up
strategies of listening improve
comprehension of the learners
and increase their confīdence.
(1) Only A
(2) Both A and B
(3) Only C
(4) All of the above
2. Making learners aware of the text
and the purpose of listening is a
(1) pre-listening activity
(2) post listening activity
(8) Istening stumulus
(4) while listening activity
3. Communicative efficiency in
speaking can be developed
through…….
(1) language input
(2) structured output
(3) communicative output
(4) All of the above
4. While speaking for the first time,
the students generally face ………. .
(1) Inhibition
(2) confidence
(3) Both inhibition and confidence
(4) fear psychosis
5. Which of the following is best
Suited for improving the speaking
skills of learners?
(1) Reading a prose and drama aloud
(2) Oral language drill
(3) Debates and group discussions
followed by role play
(4) Recitation of poetry
6. Which of the following is not a
criteria of listening?
(1) Recognising words
(2) Recognising stress, rhythm, tone
and intonation
(3) Avoiding distractions
(4) Being attentive but avoiding eye
contact
7. A teacher can develop listening
skills in English by
(1) speaking to learners continuously
both within the classroom and
outside
(2) tocussing only on listening skills
without associating it with other
language skills
(3) creating opportuniues for learners
to listen toa variety of sources and
people and engage in listening
activities
(4) making the learners listen to
everything they hear passively
8. Which of the following is not a
correct statement?
(1) Reading is the third stage following
speaking
(2) The writing skill should be
developed before listening skills
(3) Practice in listening should precede
practice in speaking
(4) Speaking gives an opportunity to
express feelings and emotions
9. The interactional routine during
Speaking assessment includes a
(1) describing one’s school or its
environment informally
(2) negotiating meanings, taking turns
and allowing others to take turns
(3) telephonic conversation with the
other learner
(4) comparing two or more
Objects/places for the assessor
10. Poetry recitation helps learners to
(1) learn proper intonation and stress
(2) understand same sound woras
(3) learn rhythm
(4) None of the above
11, Read the following exchange
Speaker 1: Who are you?
Speaker 2: Amit Pradhan
Speaker 1:You come from where?
Speaker 2: Himachal Pradesh
During the assessment of
students’ speaking skills, mark(s)
would be deducted, for
(1) 1st speaker
(2) 2nd speaker
(3) Both of them
(4) Neither of them
12. Language laboratory is the place
where the learners have to listen
on headphones. The language
labs are set up with a view to
provide listening activities in
order to make them develop good
………….. .
(1) analysis habit
(2) speech habit
(3) criticising habit
(4) listening habit
13, A teacher of class II indulges in
story session in the class. After
the story is over the teacher asks
the students to repeat some
Words used in the story. Which
learning skills is the teacher
trying to develop in the learners?
(1) Speaking
(2) Listening
(5) All of the above
(4) None of these
Previous Years Questions
14. Correct speech habits can be
developed most effectively
through [CTET Jan 2012]
(1) pronunciation practice
(2) vocabulary practice
(3) quizzes
(4) dictations
15. ‘While listening’ means a stage
[CTET Nov 2012]
(1) when students are listening for
pleasure
(2) when students are listening to a
recording of a natural conversation
(3) where the students attempt a
listening task
(4) when a listening activity is
introduced
16. A listening stimulus’
[CTET July 2013]
(1) enables students to discuss a set
of criteria which they prioritise to
Complete and present a task
(2) presents input to separate groups
of students who gather again to
share what they listened
(3) presents an information gap activity
Such as gving directons
(4) is listening to a good commentary
to review it
17. Learners lack confidence to speak
in the target language in class
where the main language or
conversation is the local
vernacular. This challenge can be
met by (CTET Feb 2014)
(1) allowing students to speak about
whatever they can irrespective of
the grammatical errors, enhance
their vocabulary and gradually
make corrections
(2) allowing students to watch English
films as motivation, practice a drill
consisting of useful sentences and
Vocabulary with regular correction
of grammatical errors
(3) insisting on students using only the
target language irrespectve of the
grammatical errors, enhance their
vocabulary., with regular feedback
on their perforrmance
(4) instructing them to speak slowly
and self correct grammatical errors,
enhance their vocabulary with a list
of useful words
18. In order to drive home the point
that listening skills matter,
students should be (CTET Feb 2014)
(1) exposed to popular English films
and reviewing them
(2) taken to the language latd once
week for practice and feedback
(3) allowed to listen to CDs of poetry
read aloud by well-known
voice-artists
(4) reminded that listening skill
practices telate to real life
19. In class II, sharing stories,
familiar experiences, and
interests, employing gestures
where appropriate, is a sub-skill
of….. function. [CTET Sept 2014]
(1) reading
(2) listening
(3) speaking
(4) writing
20. One of the sub-skills that is
assessed for speaking would be
(CTET Sept 2014)
(1) understanding and responding in a
paragraph to literary works
(2) using appropriate volume, clarity
and gestures in individual or group
Situations
(3) spelling common, frequently used
words correctly
(4) listening actively and responding to
others in small and large group
Situations
21. Children’s oral language
development forms an important
foundation for learning literacy.
Which of the following classroom
practices enable oral language
development? [CTET Feb 2015]
(1) Memorising and reciting poems
individualy or in a chorus
(2) Chorus reading of a story in the
textbook along with the teacher
(3) Practising the correct pronunciation
of words in a chorus
(4) Participating in role-plays on
favourite stories
22. Ifa student is making
pronunciation errors, the best
way to help him/her is to
[CTET Feb 2015]
(1) provide him/her with correct
pronunciation without any
humiliatio
(2) call his/her parents and complain
(3) scold him/her in class for incorrect
pronunciation
(4) mock at him/her in class for
incorrect pronunciation
23. Under which activity do
recognising sounds and deducing
meaning from them come?
[CTET Sept 2015]
(1) Speaking
(2) Listening
(3) Reading
(4) Writing
24. A teacher of class V is practising
interactive listening in the class.
She should focus on [CTET Sept 2016]
(1) listening and observing speakers’
attitude
(2) listening to word stress and
intonation
(3) listening to the pronunciation
(4) listening and responding
Answers
1. (4) 2. (1) 3. (4) 4. (1) 5. (3) 6. (4) 7. (3) 8. (3) 9. 2) 10. (1)
11. (3) 12 (2) 13. (3) 14. (1) 15. (4) 16. (3) 17. (1) 18. (4)
19. (3) 20. (2) 21. (4) 22. (1) 23. (2) 24. (4)
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