Cefr and Listening Activities

7/26/2019 Cefr and Listening Activities

1/19

A Study on the Eligibility of the Listening Activities in Turkish TeachingTextbooks to the Common European Framework of eference

A!STACT

Listening is defned as understanding, interpreting, evaluating, organizing, fxing ideas

put orward in communication between listener and speaker, and identiying valuableones to be stored in memory (Taer, 22! cited in "can and #yd$n, 2%&' #t t)e initiallearning stages, language skills learners are exposed to are perceptive skills, namelyreading and listening w)ic) )as a vital importance or t)em to recognize vocabulary andperceive its pronunciation correctly #ter detecting vocabulary, learners are expected tounderstand and convey messages in t)eir target language T)is is merely realized bylearners w)o improve t)eir listening skills in t)e target language* t)us, t)ey express t)eirideas more clearly, t)ey accelerate t)eir language skills and maintain mutualconversation and monologues dramatically underlined in +ommon uropean -rameworkor .eerences (+-.' ven t)oug) t)ere )ave been studies on Turkis) teac)ingtextbooks, study based on listening skills are not encountered T)ereore, t)e aim o t)isstudy is to investigate to w)at extent t)e listening activities in t)e Turkis) textbooks

cover t)e scales o +-., make a comparative study among t)e books and presentsuggestions #t t)e end o t)e study, it is ound t)at t)e activities in t)e listening sectionsand t)e guidance in instruction sections lack to embolden learners and motivate t)embeore, during and ater listening activities

"ey #ords$Teac)ing Turkis) as a oreign language, listening skills, course books, +-

% /ntroduction

Language Learning occurs as a result o an individual0s interaction wit)

environment and t)us knowledge, skills, attitudes and values are gained T)einteraction wit) environment is essential or t)e occurrence and permanence olearning and it becomes permanent t)roug) listening skills 1acanl$ (%' arguest)at permanent c)anges occur in be)aviours t)roug) living T)e frst step o t)eoccurrence o be)aviours t)roug) living is communication and it ends up positivet)roug) listening Listening is t)e activity o understanding t)e speaker0smessage smoot)ly and being able to react to t)e given stimuli (3emirel ve4a)inel 25! akt "can ve #yd$n, 2%&' 6)ile 7zbay (28' defnes listening as90t)e activity o understanding t)e spoken messages t)at t)e speaker or t)eperson w)o reads aloud wants to give accurately, :;ne (2


2/19

language, postgraduate and doctoral studies done in t)is area appears to belimited (1;y;kikiz, 2%2! 2* :ABer, Cayl$ ve Cavu, 2%5'

Table 1.Postgraduate and Doctoral Studies in the Area of Listening Skills inTeaching Turkish as a Foreign Language (1981-201!

%ears &ostgraduat

e

'octorate

( ) ( )%>%?2 ? ? 2%?28 ? ? 25?2%2 = =,& ? 2%=?2%8 % %,%5 % %,%5Total * +,-+ % .,.-

Dtudies in t)e listening area are Euite limited as s)own in Table % Fowever, anincrease in t)e number o articles publis)ed in t)e listening skills area in teac)ingTurkis) as a oreign language is also observed in recent years -or example,studies in t)is area vary suc) as teac)ing Turkis) as a oreign language anddictation (1ozkurt, 1;lb;l and 3emir, 2%&', listening activities and vocabularyteac)ing (T;ekBioGlu, 2%&', 3epartment o Turcology students0 listening skillsevaluation in terms o #3HC (rdem ve Iak$c$, 2%8', t)e development olistening and reading compre)ension skills ("sakoviB ve #rslan, 2%8',metacognitive scoring key or listening skills (Jelanl$oGlu, 2%8' and t)e teac)ingo some exclamation words wit) music videos (#ytan ve K$l$Barslan, 2%8' T)e

increase in suc) work will ensure t)e individuals develop t)eir listening strategiesand will contribute to t)e )ealt)y continuity o communication 1ecause, listeningstrategies covers a variety o actions suc) as detection strategies"languageskills" use of #orld kno#ledge" $erce$tion of infor%ation and interaction #ith thes$eakert)at ensure success in listening compre)ension 6)ile perceptionstrategies are defned as distinguis)ing t)e p)onemes* knowing t)e p)oneticdiminis)es* knowing t)e rules o p)onology and prosody elements, languageskills are defned as recognition o words and p)rases, building semantics romwords and p)rases, understanding t)e syntax, confguring t)e sentences andbuilding semantics by recognizing di@erent structures 6)ile knowing t)e non?linguistic elements suc) as gesture, mimic stands out w)en it comes to t)e usage

o world knowledge, knowing t)e speec) patterns in t)at area and binary speec)patterns stands out w)en it comes to t)e basic needs T)ey s)ould be able toperceive inormation by memory strategies, compare inormation in memory byrecalling and sustain communication and interact wit) t)e speaker in lig)t o t)isinormation T)ereore, t)e need o more studies in listening to develop t)estudents0 e@ective communication skills is obvious

Listening in Teaching Turkish as a Foreign Language

T)e important, dicult and most commonly used listening skill in teac)ing

Turkis) as a oreign language on t)e one )and allows students to communicate,but on t)e ot)er )and includes eatures suc) as processing t)e useul inormation


3/19

or its own by evaluating and converting to certain structures, providing t)esubstantial part o t)e inormation to be transerred by confguring 1esides, it ist)e frst skill t)at t)e students are exposed to recognize t)e words t)ey )eard int)e target language and perceive t)e pronunciation skills correctly T)reedi@erent applications are perormed in courses or e@ective listening skill results!

a' activities perormed prior to listening b' activities perormed during playback,c' activities perormed ater listening T)e activities perormed prior to listening isa process in w)ic) t)e students are p)ysically and mentally prepared to t)etarget language T)e activities during listening are defned as t)e students0intensifcation to t)e target language, t)e ormation o t)e idea o fndinganswers to t)e Euestions ormed in t)eir mind, and t)eir e@ort to understand t)ew)ole and fnd t)e main idea /n t)e post?listening activities, t)e students areexpected to evaluate, interpret and present t)e internalized orm ot)e Euestionsby fnding t)e main idea and supporting ideas (:;ne, 2

kind o audio component t)at goes to t)e brain t)roug) ears beyond t)e person0scontrol (#kyol, 25! akt "can and #yd$n, (2%&! =%' Fere, t)ere is no doubt


4/19

t)at a great mission and responsibility alls to t)e teac)er in discriminating t)edi@erence between )earing and listening T)e primary task or t)e teac)er is touse )isM)er own language very smoot)ly and provide clear examples to t)estudents T)e way or doing t)is passes rom t)e teac)er0s use o appropriatewords and sentences suitable or t)e student0s knowledge level o t)e target

language ot)erwise t)e student cannot activate memory strategies, leaving t)eteac)er to ace wit) unnecessary loss o time T)ereore, t)e teac)er s)ould take+ommon uropean -ramework o .eerence or Language (+-.' levels intoconsideration wit) a patient approac) and pay attention to t)e student0s use ovocabulary and sentence structure according to t)e student0s currentenvironment rom t)e centre

Common European Framework of eference in Teaching Turkish as aForeign Language

/n teac)ing Turkis) as a oreign language, it is crucial or t)e teac)ers tointernalize and apply t)e level o profciency specifed and recommended in +-.in order to make students gain listeningMmonitoring )abits +-. )ig)lig)ts t)eselevels w)ic) determines t)e overall obNectives o listening as ollows!

A.! % To understand Euestions and instructions t)at are addressed simple

and clear

2 To understand simple expressions in everyday language about

greeting and meeting

(good morning, good evening, etc'

= To understand words and expressions about )imsel, )is amily and

amiliar persons

w)en spoken very slowly and clearly

& To understand t)e names o t)e most commonly used obNects at

)ome and classroom

and

8 To understand numbers, prices, time and expressions about days,

weeks, mont)s,and years (p2'

A/! % To understand simple expressions, Euestions and inormation about

basic personal

needs (or example* s)opping, restaurants, doctors, etc'

2 To understand simple words and expressions on issues w)ic) are ointerest in daily

lie (or example* )obbies, social lie, music, television, etc'

= To understand t)e basic inormation in recorded voice messages(+3, voice mail, etc'


5/19

& To understand t)e basics o t)e news and movies on TQ w)en t)eyare visually supported

8 To understand simple directions (by oot or public transport'

5 To understand t)e main idea o a discussion w)en spoken slowly and

clearly (p='

!.! % To ollow daily conversations despite )aving to reEuest repetition o

some words or p)rases

2 To understand t)e main idea o radio broadcasts about daily topics

or topics wit)in )is area o interest w)en spoken Euite slowly and

clearly

= To understand amiliar t)emed TQ programs and t)e outline o t)e

verbs w)en spoken slowly and in standard language

& To ollow a conversation or a s)ort story and be able to makeassumptions or t)e

t)ings t)at may )appen aterwards

8 To understand simple tec)nical inormation in t)e user manual o t)etools used in

daily lie (s&' !/! % To understand a conversation in standard language in detail eveni it takes place

in a noisy environment

2 To understand a course, speec) or presentation wit)in t)e area oexpertise w)en it is

clear and understandable

= To understand t)e desired emotions to be given rom t)e ups and

downs, etc o t)espeaker0s voice tone in a radio program in standard language

& To understand documentaries, interviews, t)eatre plays and moviestelevised in

standard language

8 To understand concrete and abstract expressions in debates instandard language

wit)in t)e area o interest


6/19

5 To understand t)e text better, using di@erent listening tec)niEuessuc) as c)ecking

or understanding by using t)e clues in t)e text and revealing t)emain idea (p8'

C.! % To ollow )eated conversations in situations w)ere t)e targetlanguage is spoken as

mot)er language

2 To ollow plenty o presentations, discussions and panels Euitecomortably

= To understand t)e announcements in places suc) as station,stadium w)ere t)e

sound is dicult to understand in detail

& To understand t)e most o daily language by grasping t)e styleand various orms o

expressions in speec)es (suc) as p)rase, slang, metap)or'

8 To understand movies and radio broadcasts w)ere slang andidioms are excessively

used and

5 To introduce t)e instruments used in daily lie and to understandt)e tec)nical

inormation in t)e manual in detail (p5'

C/! % To understand a course, presentation or a seminar easily even iit is ast and

Ruid

2 To understand all kinds o spoken language including accent orslang in daily real lie

situations or media

= To ollow speec)es including oreign words and p)rases towardst)e area o expertise

(uropean Language Sortolio or #dults, T7J.'

+-. assesses listening as aural receptive activities and reasons or listening asa' main idea b' specifc inormation c' detailed compre)ension and B' reasoning,etc (J1 Translation +ommission, 2! 5&?58' 1esides, wit)in listeningactivities, specifcations suc) as overall auditory compre)ension, understandingt)e interaction between native speakers, listening as a member o a liveaudience, listening to announcements and instructions, and listening to audialmedia and recordings are presented T)us, students distinguis) t)e clues givenwit) reception strategies in certain contexts, t)e importance and representation


7/19

o t)e message 6it)out a doubt, t)ere needs to pass a certain amount o timeor t)is discrimination to occur #s t)e beginning o increase at listening levels isa time consuming process, +-. text levels di@ers like #%, #%, #%, #2, #2,#2 in itsel too 1esides being independent users in t)e classroom, developingt)eir listening skills in t)e target language is also expected Do, t)e Turkis)

teac)er provides simple reception conditions in t)e language by reerring t)estudents according to t)eir levels and wit) listening texts prepared in a certaincontext, t)e students can also be able to guess t)e meaning o unknown words int)e text

Textbooks in Teaching Turkish as a Foreign Language

Textbooks are kind o resources w)ere t)e materials are presented in a layoutand language skills are perormed or t)e students, creating a resource orgrammar, vocabulary and pronunciation to t)e students as well Joreover, t)ey

enable t)e students a syllabus and opportunity or sel?study (+unningswort),%8' #s or .ic)ards (2%%', )e states t)at books provide a variety o resourcest)at makes t)e learning environment interesting and entertaining suc) as +3s,tapes, videos, and so on Textbooks are essential in learning and teac)ing ortranserring inormation to t)e students /n recent years, textbooks prepared inteac)ing Turkis) as a oreign language )as increased and one o t)e reasons ort)is is t)e students0 need o di@erent necessity and knowledge (eg gainingknowledge or skills in specifc areas suc) as commerce, education, )ealt), etc'T)ereore, writing books in di@erent areas is natural to respond t)ese needs1ecause t)esis written in t)is area are indicative in terms o discovering t)edefciencies and correcting t)em /n recent years, t)e muc)ness o t)e work on

textbooks draws attention (:ABer, Cayl$ and Cavu, 2%5' 6)ile studies on t)e)istory o teac)ing Turkis) as a oreign language and its common issues were atstake in previous studies, t)e increase o textbooks and skills in postgraduate,doctoral and master studies about teac)ing Turkis) between t)e years 2%= and2%8 particularly is given in t)e table below

Table 2.Studies a&out Te't&ooks and Listening Skills in Teaching Turkish as a

Foreign Language (201-201!

/0.1 /0.* /0.+Articl

e

&2 ' Articl

e

&2 ' Articl

e

&2 '

Textbook % 2 ? > = ? 2% & ?Skills = % > = 2 =< 5 %Total % 8 % %5 2 2 8> % %

.- /0 -3

#s it can be seen rom t)e table, %5 out o % studies about textbooks and skillsmade between years 2%= and 2%8 are publis)ed in 2%=, 2 in 2%& and 5 in

2%8 /n oreign language teac)ing* 9T)ere is no perect book, but t)e aim is tofnd t)e most appropriate one t)at fts a specifc group o learners0 (:rant, %>


8/19


9/19

/5.5 'ata Collection and Analysis

/n t)is researc), by selecting our #%?#2 level books t)at are prepared wit) t)eaim o teac)ing Turkis) as a oreign language, listening sections o t)e books

were patterned wit) screening model and data were collected #nkara Wniversity,Ieni Fitit % Kitab$ (#%?#2' o T7J., prepared based on t)e +ouncil o urope0smodern language teac)ing criteria* "stanbul Iabanc$lar iBin T;rkBe Kitab$ (#%?#2',prepared by multiple aut)ors* Sratik T;rkBe (#%?#2', individual and in?classlearning book prepared by two aut)ors and Iabanc$lar iBin T;rkBe 7Grenme Kitab$(#%', single?aut)ored were examined and t)eir compliance wit) +ommonuropean -ramework o .eerence was investigated /n order to analyse t)e data,listening sections in t)e books are presented as ListeningMmonitoring andlistening according to two classifcations in t)e table (Dee Table 8 below' and t)elist o goals and outcomes in t)e study o Kara (2%%' is listed in t)e tables below(p % To understand simple directions about )ow to go (#2' To understand important inormation in t)e s)ort recordings about daily

subNects in s)ort and understandable ormat (#2'%To understand t)e main subNect o visually presented TQ news0 comments

suc) as incidents and trac accidents (#2'%%To understand t)e main subNect o s)ort, simple messages and

announcements (#2'

%2To understand a s)ort, simple incident or story based on t)e clues w)ent)ey listenMwatc) (#2'

Table 4.A1-A2 Le)el *asic Language Skills+ Listening,onitoring - Listening

#%?#2 Level ListeningMJonitoring 8utcomes% Wnderstands simple instructions

2 Wnderstands t)e words and expressions about )imsel, )is amily and

acEuaintances w)en spoken slowly and clearly

= Wnderstands simple expressions in daily language about greeting and


10/19

meeting

& Wnderstands t)e names o t)e most used obNects at )ome and class

8 Wnderstands songs, poems, etc written in plain language

5 Wnderstands t)e Euestions posed simply and clearly

Wnderstands simple, clear, daily needs and related programs, recordings in

TQ and audio devices

Wnderstands t)e announcements )e listens and t)e messages )e ollows

% Wnderstands a s)ort, simple incident or story based on t)e clues w)en t)ey

listenMwatc)

%% Wnderstands t)e Euestions related to t)e text )e listens

%2 Dummarizes t)e t)ings )e listensMwatc)es

%= Sredicts t)e continuation and result o t)e incident )e listensMollows

T)e texts in Table = and Table & are t)e list in t)e +ommon uropean -rameworko .eerence t)at Kara (2%%' suggested to put into t)e program in )is studyT)ereore, it is assumed t)at t)e implementation and evaluation o t)is list isappropriate

T)e list about t)e scale used or t)e obNections (#vailableX, WnavailableX?' and

outcomes (IesXI, OoXO, SartiallyXS' in +-. was given to a researc) groupconsisting o % people and t)e data w)ic) t)ey marked separately weretabulated by anot)er researc)er and evaluated by fnding t)e average o t)erates T)e data analysed according to t)ese lists were compared by being listedrom t)ree researc)ers in terms o consistency and reliability, and consistencywere identifed in t)e lists o researc)ers (.eliabilityX number o convention convention number o convention (Tavanc$l and #slan! cited by Cetinkaya andFamzaday$ 2%&! '

15 ES9LTS A(' C866E(TS

/n t)is part o t)e study, Ieni Fitit (IF', "stanbul Iabanc$lar iBin T;rkBe ("DT', SratikT;rkBe (ST' ve Iabanc$lar iBin T;rkBe (I"T' were selected rom t)e corporate,multi?aut)ored, double?aut)ored and single?aut)ored textbooks written in t)earea o teac)ing Turkis) as a oreign language and t)e suitability o t)e listeningtexts to +-. were investigated T)e analysis o listening texts was made in twoways* %' fnding t)e number o units in t)e book and t)e percentage o t)enumber o listening texts, listening activities and Eualitative diversity in eac)unit, 2' fnding t)e compliance o t)e aims and outcomes in +-. in t)e booksT)e number o units in t)e books, t)e listening sections in t)e units and t)enumber o listening activities and t)eir varieties0 percentage distribution in t)ese

sections are given in t)e table below


11/19

Table 5.Listening Skills and Acti)ities in Teaching Turkish as a Foreign LanguageTe't&ooks

A1-A2 YH ST PT YT

Number of Units 12 12 10 21

Number of Listening Sections 64 38 48 41Number of Listening Activities 71 44 56 41

N % N % N % N %

ListeningSectionsActivities

Folloingl!

Listening"#onitoring

$e&ing 1 1,40 0 0 14

25,00 41 100,00

Affi' com(letion 3 4,22 1 2,27 0 0 0 0)(-filling 2

3

32,39 1

5

34,09 1

0

17,75 0 0

#ulti(le c*oice 3 4,22 4 9,09 2 3,57 0 0Filling t*e tble 3 4,22 5 11,36 2 3,57 0 0#tc*ing 3 4,22 0 0 2 3,57 0 0

Se+uencing 3 4,22 3 6,81 1 1,78 0 0#r,ing 11 15,49 1 2,27 0 0 0 0Fin&ing 2 2.81 1 2,27 0 0 0 0riting"res(onse 6 8,45 2 4,54 2 3,57 0 0Listening to 0 0 0 0 7 12,50 0 0

Listening

Te't

)(-filling 0 0 0 0 2 3,57 0 0Tble filling 0 0 2 4,54 2 3,57 0 0#ulti(le c*oice 0 0 0 0 1 1,78 0 0#r,ing 5 7,04 1 2,27 0 0 0 0Se+uencing 0 0 1 2,27 0 0 0 0Fin&ing 1 1,40 1 2,27 0 0 0 0

T"F mr,ing 0 0 3 6,81 2 3,57 0 0.rror correction 3 4,22 1 2,27 0 0 0 0Ansering t*e+uestions

3 4,22 3 6,81 4 7,14 0 0

Table 8 6)en textbooks t)at teac) Turkis) as a oreign language are examined interms o listeningMmonitoring and listening activities, it is seen t)at t)edistributions )ave signifcant di@erences 6)ile most o Ieni Fitit %0sinstitutionally prepared listening activities include gap flling (Y=2,=' andmarking (Y%8,&', "stanbul Iabanc$lar iBin T;rkBe ("DT' includes gap flling

(Y%>,%>' and table flling (Y%%,=5', Sratik T;rkBe (ST' includes reading t)roug)listening (Y28,' and gap flling (Y%8' and Iabanc$lar iBin T;rkBe 7Grenme(I"T' includes reading t)roug) listening only (Y%' 6)ile IF includes writingt)roug) listening activities Y>,&8, "DT Y&,8& and ST Y=,8


12/19

sections t)at take part t)e least in listeningMmonitoring activities are IF (Y%,&'and "DT (Y' wit) reading* w)ile ST book doesn0t include ax completion, fndingand marking, all activities except reading )as been ignored in I"T #lso post?listening activities are important or t)e students to recall and display t)einormation w)ic) t)ey interpret and code in mind 1ut a signifcant di@erence is

observed about post?listening activities between t)e books -or example, fndingactivity results are s)own as IF (Y%,&', "DT (Y2,2%'and ST (Y=,8


13/19

To understand important inormation in t)e s)ort

recordings about daily subNects in s)ort and

understandable ormat (#2'%To understand t)e main subNect o visually presented TQ

news0 comments suc) as incidents and trac accidents(#2'

%%To understand t)e main subNect o s)ort, simple

messages and announcements (#2'%2To understand a s)ort, simple incident or story based on

t)e clues w)en t)ey listenMwatc) (#2'

;

;

;

;

;

;

below

Tablo 8.The 3se of Titles in the Listening Acti)ities of Teaching Turkish as a

Foreign Language Te't&ooks

!ooks (umber

of 9nits

Listening

Activities

Listening activities with

titles

)

%7 %2


16/19

sentences,#ords5 Listen to the

follo#ing te't5 Listen to the follo#ing

dialogue and 7ll the ga$s in the

dialogue" etc4

%:T ? Please listen and stud the follo#ingsituations

?

6)en listening texts in t)e books are evaluated in terms o instructions,di@erences between t)e books can be seen as in Table 6)ile IF uses verys)ort and limited instructions, "DT o@ers prior knowledge to t)e students aboutt)e text t)ey0ll listen 6)ile t)e instructions in ST book are given in bot) Turkis)and nglis), t)e instructions in I"T book are only in nglis) wit)out any Turkis)explanation 1ut pre?input is very important or t)e development o t)e students0listening skills # text suddenly starting wit) 90Listen00 instruction can be

pro)ibitive or t)e students to fnd t)e main idea 1ecause t)e alp)abet, syntacticstructure, pronunciation o t)e target language t)at t)e students are exposedmay di@er rom ot)er languages t)e know, t)ey can lose time at creatingdiagram in cognitive level T)e students0 preparation by listening is important interms o not only language structures but also content T)ereore, preparation ot)e students in cognitive and a@ective sense beore t)e activities provides greatbenefts Fowever, t)e general trend in teac)ing Turkis) as a oreign languagebooks is to expose t)e students to listening directly wit)out preparation bykeeping t)e instructions s)ort T)e instructions are very s)ort and limited intextbooks, but IF book includes instructions like 9fnd t)e address0 /n somesections o "DT and ST books we can also see some instructions t)at enables t)estudents to t)ink a)ead and makes t)e listening easier -or example* in "DT bookwe )ave 9Jrs Dibel stops by t)e p)armacy ater seeing t)e doctor Listen t)etext -ill in t)e blanks (p ='0 and in ST book we )ave 9#lena and )er riend are int)e bookstore Today we )ave many customers in t)e bookstore WGur works int)e bookstore and )elps t)e customers Justaa and #lena are looking at t)ebooks (p %>2'0

:iving suc) kind o instructions systematically rom t)e beginning o t)e book notonly makes t)e students learn easier by activating t)eir world and languageexperiences, but also provides an entertaining course

15 C8(CL9S=8( A(' S922EST=8(S

Listening skill is very important in language learning because it reEuires doing

many acts at t)e same time suc) as listening skills, understanding, interpreting

and processing t)e inormation in t)e speec), determining t)e relations)ip

between t)e consecutive sentences, evaluating t)e important inormation and

storing in t)e memory by sorting t)em out #s it is indicated in +ommon

uropean -ramework o .eerence, some inputs must be given according to t)estudents0 level (or example* understanding simple expressions, Euestions and


17/19

inormation about basic personal needs suc) as s)opping and restaurant*

Wnderstanding simple words and expressions about daily lie on subNects related

to areas suc) as )obbies, social lie and music, etc' in pre, w)ile and post?

listening or an e@ective and easy listening process Taken rom t)is perspective

it complies wit) t)e criteria stated in +-. Fowever, t)e titles, instructions o t)e

listening activities and pre, w)ile and post?listening activities in teac)ing Turkis)

as a oreign language books must be reviewed and enabled or listening to rank

at t)e )ig)est level Wndoubtedly, t)e titles make t)e students0 access to t)e

inormation t)roug) learning strategies beore accessing to t)e inormation and

using it by recalling rom memory easier T)e instructions about listening

activities guide t)e teac)er and students about t)e implementation o listening

skills in lessons but t)e most important point to keep in mind is t)at sometimes it

is necessary or t)e teac)er to make some c)anges on t)e instructions w)ile

improving )is listening skills T)e implementation style o instructions makes it

easier or t)e students to understand w)at t)ey )ear and answer by

understanding w)ere, )ow, w)en and between w)o t)e events in t)e text occur

in occurrence order 1esides, it is essential or t)e book aut)ors and educational

institutions to take t)ese important aspects into consideration w)ile preparing

products containing listening skills or di@erent student needs Joreover, t)e

grouping o e@ective audio materials in a particular syllabus or classifcationaccording to t)e topics is also important T)e books to )ave more Euestions

including prior knowledge especially beore listening activities make t)e students

communicate easier not only in classroom environment but also in environments

w)ere t)e target language is spoken /n addition to t)is, t)e use o songs, movies,

ballads to improve listening in classroom environments is benefcial in terms o

exposure to t)e language as well as to t)e culture -urt)ermore, t)ese products

guide t)e students in order to be used outside o t)e class and make decisions

according to t)e level o t)e students, w)ic) will )elp t)e students develop t)eirlanguage skills as well as raise awareness to di@erent languages and target

culture and )ave prior knowledge on t)e unctionality o t)e target language

EFEE(CES

#lderson +, -igueras O, KuiNper, F , Oold, :, Takala, D Z Tardieu, + (25' #nalysing

Tests o .eading and Listening in .elation to t)e +ommon uropean -ramework o


18/19

.eerence! T)e xperience o T)e 3utc) +-. +onstruct SroNect, Language #ssessment

Vuarterly, =!%, =?=, 3H/! %%2

"can, # ve #yd$n, : (2%&' Iabanc$ 3il Hlarak T;rkBe 3inleme 7Gretimi =a&anc> Dil

/larak T


19/19

Ietikinler "Bin #vrupa 3il Sortolyosu, T7J. (TI' #vrupa 3il Sortolyosu! Hnayl$ Jodel

Oo! 852& )ttp!MMwwwcoeintMportolio

.ic)ards, \+ (2%' T)e .ule o Textbooks in a Language Srogram +ambridge!

+ambridge Wniversity Sress

T;ekBioGlu, 1 (2%&' Iabanc$ 3il Hlarak T;rkBe 7Gretiminde 3inleme tkinlikleri "le

DAzc;k 7Gretimi Pzerine 1ir #rat$rma! Cukurova T7J. 7rneGi -Dil Dergisi, 2, =8?8%
http://www.coe.int/portfoliohttp://www.coe.int/portfolio

Documents

Cefr and Listening Activities