Chapter Report

CHAPTER REPORT
1. Course : The Study of EFL Methodology

2. Program : Post Graduate Program (S2) – English Education
3. Institution : IKIP Siliwangi
4. Student Name : Andri Kurniawan Purnama, S.Pd.
5. Chapter Number and Title : 2 – Listening
6. Source : Practical English Language Teaching (David Nunan, 2003)
7. Week and Date : 4th of October 2024
1. INTRODUCTION
Chapter two explores listening as one of the four language skills. This highlights listening as
an active process, one in which language learners should take what they hear and relate it back to
things we know from previously learnt information. It is framed in terms of an active skill, not just
the decoding of sounds or letters to gain sense from or meanings. This chapter presents important
principles of how to teach listening and actual strategies you can use with your learners to improve
their listening ability.
2. KEY CONCEPT AND THEORIES
This chapter discusses the following key concepts:
1. bottom-up processing –examination of individual aspects (e.g. vocabulary,grammar,, sounds) to

develop a cohesive understanding
2. Top- down Processing: Uses previous knowledge, life experiences and experience with what is
going on to understand the language heard.
3. Listening for Detail: The listening skills they must have in the test could include concentrating
on one or more specific items of information (for example, names, dates or times) rather than
just understanding a general message.
4. The World of Listening (Listening for Gist): This is understanding what the conversation will
be about or what has occurred in common everyday life situations.
5. Inference = reading between the lines, using what we know to make educated guesses as to
their meaning.
3. RELEVANT THEORIES
The chapter discusses theories such as Rumelhart and Ortony's (1977) bottom-up and top-down
processing models, and Krashen's Input Hypothesis (1985). These theories emphasize that effective
language learning necessitates exposure to input slightly beyond learners' current abilities, thereby
facilitating the gradual acquisition of new linguistic items.
4. APPLICATION IN EFL CLASSROOM

This chapter suggests using a variety of listening tasks, such as listening for specific details,
inferring meaning, and understanding the main point of a conversation. For example, teachers
might include activities such as identifying key information in a conversation or asking students to
predict content based on contextual clues. A common task is listening to a weather forecast and
extracting specific details, such as temperature or weather conditions.
5. REFLECTION ON CLASSROOM PRACTICE

When I apply this method in my EFL classes, I start with a pre-class activity that activates
students’ background knowledge. For example, before playing the listening passage, I might have
students brainstorm vocabulary related to the topic. This will help them recognize keywords and
understand the content more easily.
6. CRITICAL ANALYSIS
This chapter provides a comprehensive description of the listening process, but more practical
examples may be helpful for lower-level learners who may struggle to use real-world listening
materials. There is also a strong emphasis on a variety of tasks, but little discussion of how to
effectively balance different types of listening within a lesson.
7. PERSONAL INSIGHT AND OPINION

I agree with this chapter’s emphasis on integrating top-down and bottom-up processing. In my
experience, students benefit from tasks that combine both approaches, allowing them to focus on
specific details and overall meaning. However, I think that beginners who are just beginning to
learn a second language may need more support.
8. CONCLUSION
Chapter 2 emphasizes the important role of listening in language acquisition, describes key
processes, and provides practical strategies for the classroom. By combining bottom-up and top-
down approaches, teachers can help students become more effective listeners and ultimately
improve their overall language skills.
9. REFERENCES
Nunan, D. (2003). *Practical English Language Teaching*. McGraw-Hill.

Chapter Report - Chapter 1 - Andri Kurniawan Purnama, S.PD

Uploaded by

Copyright:

Available Formats

Chapter Report - Chapter 1 - Andri Kurniawan Purnama, S.PD

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter Report - Chapter 1 - Andri Kurniawan Purnama, S.PD

Uploaded by

Copyright:

Available Formats

1. Course : The Study of EFL Methodology

2. KEY CONCEPT AND THEORIES

This chapter discusses the following key concepts:

1. bottom-up processing –examination of individual aspects (e.g. vocabulary,grammar,, sounds) to

4. APPLICATION IN EFL CLASSROOM

5. REFLECTION ON CLASSROOM PRACTICE

7. PERSONAL INSIGHT AND OPINION

You might also like