TMS3715
Assignment 3
Unique No: 149793
Due 17 June 2025
,TMS3715
Assignment 3
Unique No: 149793
DUE 17 June 2025
Question 1 – Teaching Listening
1.1 Discuss the six stages of the listening process. (10 marks)
The listening process is a multifaceted cognitive and interactive activity that
encompasses receiving, interpreting, and responding to auditory stimuli. It is commonly
divided into six stages, as described by scholars such as Wolvin and Coakley (1996)
and Brownell (2010): hearing, attending, understanding, remembering, evaluating, and
responding. Each stage is essential for effective listening, particularly in educational
settings like Ms. Khumalo’s Grade 10 Home Language class.
Hearing: This initial stage involves the physiological process of perceiving sound waves
through the auditory system. Learners must be physically capable of hearing the audio
clip, and environmental factors (e.g., classroom noise) must be minimized to ensure
clarity (Brownell, 2010).
Attending: At this stage, learners consciously focus on the audio stimulus. Ms.
Khumalo’s choice of a speech by a South African public figure is likely to capture
learners’ attention due to its relevance and cultural significance, as attention is
influenced by interest and motivation (Wolvin & Coakley, 1996).
Understanding: Learners decode the message by interpreting the speaker’s words,
tone, and context. This requires linguistic competence and background knowledge,
which Ms. Khumalo facilitates by selecting a topic familiar to South African youth (Rost,
2011).
Remembering: Learners retain key information from the audio clip for further
processing. Effective memory retention is supported by activities like note-taking or
group discussions, which Ms. Khumalo incorporates post-listening (Field, 2008).
Evaluating: This stage involves critically analyzing the message for credibility, bias, or
relevance. For instance, learners might assess the speaker’s arguments about youth
roles, aligning with CAPS’ emphasis on critical listening (DBE, 2011).
, Responding: The final stage involves providing feedback, either verbally (e.g., during
group discussions) or non-verbally (e.g., nodding). Ms. Khumalo’s post-listening class
discussion allows learners to articulate their understanding, reinforcing this stage
(Brownell, 2010).
These stages are cyclical and interactive, requiring active engagement from learners. In
Ms. Khumalo’s lesson, the structured progression from listening to discussion supports
the development of these skills, aligning with CAPS’ goals for holistic listening
development.
References:
Brownell, J. (2010). Listening: Attitudes, principles, and skills. Routledge.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Rost, M. (2011). Teaching and researching listening. Pearson Education.
Wolvin, A., & Coakley, C. (1996). Listening. McGraw-Hill.
Assignment 3
Unique No: 149793
Due 17 June 2025
,TMS3715
Assignment 3
Unique No: 149793
DUE 17 June 2025
Question 1 – Teaching Listening
1.1 Discuss the six stages of the listening process. (10 marks)
The listening process is a multifaceted cognitive and interactive activity that
encompasses receiving, interpreting, and responding to auditory stimuli. It is commonly
divided into six stages, as described by scholars such as Wolvin and Coakley (1996)
and Brownell (2010): hearing, attending, understanding, remembering, evaluating, and
responding. Each stage is essential for effective listening, particularly in educational
settings like Ms. Khumalo’s Grade 10 Home Language class.
Hearing: This initial stage involves the physiological process of perceiving sound waves
through the auditory system. Learners must be physically capable of hearing the audio
clip, and environmental factors (e.g., classroom noise) must be minimized to ensure
clarity (Brownell, 2010).
Attending: At this stage, learners consciously focus on the audio stimulus. Ms.
Khumalo’s choice of a speech by a South African public figure is likely to capture
learners’ attention due to its relevance and cultural significance, as attention is
influenced by interest and motivation (Wolvin & Coakley, 1996).
Understanding: Learners decode the message by interpreting the speaker’s words,
tone, and context. This requires linguistic competence and background knowledge,
which Ms. Khumalo facilitates by selecting a topic familiar to South African youth (Rost,
2011).
Remembering: Learners retain key information from the audio clip for further
processing. Effective memory retention is supported by activities like note-taking or
group discussions, which Ms. Khumalo incorporates post-listening (Field, 2008).
Evaluating: This stage involves critically analyzing the message for credibility, bias, or
relevance. For instance, learners might assess the speaker’s arguments about youth
roles, aligning with CAPS’ emphasis on critical listening (DBE, 2011).
, Responding: The final stage involves providing feedback, either verbally (e.g., during
group discussions) or non-verbally (e.g., nodding). Ms. Khumalo’s post-listening class
discussion allows learners to articulate their understanding, reinforcing this stage
(Brownell, 2010).
These stages are cyclical and interactive, requiring active engagement from learners. In
Ms. Khumalo’s lesson, the structured progression from listening to discussion supports
the development of these skills, aligning with CAPS’ goals for holistic listening
development.
References:
Brownell, J. (2010). Listening: Attitudes, principles, and skills. Routledge.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Rost, M. (2011). Teaching and researching listening. Pearson Education.
Wolvin, A., & Coakley, C. (1996). Listening. McGraw-Hill.
