Dpe English 1 Project

CHAPTER 1
INTRODUCTION AND BACKGROUND OF THE STUDY
1.0 INTRODUCTION
This chapter is concerned with the background of the study, research questions, statement of
the problem and the purpose of the study. The significance of the study, limitations and
definition of terms will be covered in this chapter.
1.1 BACKGROUND OF THE STUDY
Listening is one of the four language skills, it contributes to one’s ability to accurately receive
information when communicating with others. Listening is a major language skill that
naturally develops before speaking and influences the development of reading and writing
skills. It involves paying attention to what is being said or hearing what others are saying.
Every learner should be able to listen for them to be able to receive and interpret information
when communicating with others. It is also considered a receptive and passive skill. It may be
a passive skill but a lot happens when one receives information as it has to be passed to the
brain for processing. It is a receptive skill because through it one receives or gains
information. Inside and outside the classroom, learners engage in more listening than
speaking. Providing students with comprehensible input is an important element of language
teaching. Receptivity is the key to learning, improving and observing the world. Being
receptive effectively means receiving knowledge, ideas and inspiration from a variety of
sources and inputs.
It is thus important to develop the listening skill and this can be done through various
methods and activities. One of the methods that can be used is listening comprehension.
Listening comprehension is one of the important elements in language learning, therefore it is
very important for learners to understand how to listen and comprehend passages. There is a
difference between to listen and listening comprehension. To listen is to give attention to
sound and action, being alert and ready to hear something whereas listening comprehension
incorporates the multiple processes involved like listening attentively to the main points for
one to understand and make sense of what is being spoken. Listening comprehension is very
important and it enhances the ability to understand better and makes one a good
communicator as they will be able to listen attentively and make sense of every spoken word.
According to Lynch (1996) “listening is a continuing process of constructing and modifying
an interpretation of what a specific text in a particular situation is about, based on whatever
information seems pertinent at the time.” (p.24).
Dialogue is also one of the methods that teachers can use to develop the listening skill in
primary schools. A dialogue is a conversation or discussion between two or more people. For
learners to be able to create a dialogue they should be able to listen to one another. Dialogues
help develop the listening skill because one person is supposed to listen attentively to what
the other person is saying so that they are able to respond appropriately.
Listening has always been part of human race since the beginning of life. Before schools
were invented, children used to sit around the fire and their grandparents would tell them
stories in which they had to listen attentively to get the moral of the story. They also had to
listen attentively to the stories so that they were able to retell them to their peers when
playing “mantlwane” or when going to fetch water at the well or when going to collect
firewood even though they were told never to tell stories “mainane” during the day otherwise
they would get lost. This was just a myth. It was used so that children do their chores and not
be distracted by telling stories especially boys when looking after livestock. This is proof that
listening has always been part of our lives. As time went by and as changes and
developments emerged, there were schools which children attended to learn. Listening skill is
one of the important skills as children are required to listen attentively for them to be able to
understand and hear what the teacher is saying. The use of methods such as Listening
comprehension passages and Dialogues were recognised as important methods that can be
used to develop the listening skills.
1.2 STATEMENT OF THE PROBLEM
It was very disappointing during the second year Teaching Practice to see how learners in
upper classes were struggling to answer the questions they were asked after the teacher read
the passage to them. Learners were failing to pay attention to what was read to them resulting
in them being unable to answer the questions that were asked. They are also unable to have
conversations in English between one another because teachers do not normally use
Dialogues especially when teaching English. Despite the fact that Listening Comprehensions
and Dialogues are topics found in upper primary English syllabus, learners were unfamiliar
with Dialogues and listening comprehension passages which are very important elements that
can be used to develop their listening skill.
1.3PURPOSE OF THE STUDY
The purpose of this study is to find out how the listening skill can be developed using
Listening Comprehension passages and Dialogue activities in upper primary classes.
1.4 OBJECTIVES
This study is intended to find out;
 How listening Comprehension and dialogue can be used to enhance the Listening
skill.
 Importance of using Listening comprehension and Dialogue to develop the listening
skill.
 Strategies/ methods/techniques used in Listening comprehension to develop the
listening skill.
 Problems/ challenges faced by learners when using Listening comprehension and
Dialogue to develop the listening skill.
1.5 SIGNIFICANCE OF THE STUDY

 This study will benefit those who teach upper classes. Teachers who have read this
study will benefit from it because they will get to know the strategies that they can use
so that learners listening skills are developed. Learners will benefit from teachers who
have read and been impacted by the study because their listening skill will be
enhanced and they will be able to comprehend passages.

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CHAPTER 1

INTRODUCTION AND BACKGROUND OF THE STUDY

1.1 BACKGROUND OF THE STUDY

1.2 STATEMENT OF THE PROBLEM

This study is intended to find out;

1.5 SIGNIFICANCE OF THE STUDY

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