I text constantly (Rost, 2016) to be able

I had extracted the listening component of a unit from an English language textbook.
This textbook is used by Form 2 students of Chinese independent schools in Malaysia (Chin, Lim & Teo, 2009). The topic of the unit is eating out. In the first recording, Adam is giving Junko a detailed description about the types of food available in Malaysia such as “nasi lemak”, “roti canai” and “asam laksa”. In the second recording, a bunch of friends are discussing about the types of food available in other countries. They share their own preferences and experience in tasting those foods. There are two tasks given in this unit whereby the first task is true or false questions (task A) and the second task is to fill in the blanks (task B). According to Prace (2009), students will give a limited response if they are given a true or false activities because there is no room for elaboration. However, if they are given fill in the blanks activities, they will be able to provide a longer answer as a sign of understanding because they are required to fill in the gaps. The type of listening in task A is intensive listening. This is because students need to look out for particular words (Rost, 2016) to be able to determine if the statements given are true or false. The type of listening in task B is extensive listening. This is because learners have to pay attention to the text constantly (Rost, 2016) to be able to fill in the gaps and if they don’t pay enough attention, they will just missed out what have been said.


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