Teaching Segmental Features, Suprasegmental Features and Discourse Markers for Developing Listening Skills

Registration ID: IJNRD_189165

Published ID: IJNRD2303273

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Rabin Kumar Das

decoding, segments, discourse markers, exercises, methodology, integration.

Listening is an aural receptive skill involving a chain of complex processes. One cannot acquire competence in speaking without developing listening skill. Listening is an important language skill involving cognitive and metacognitive processes to decode the speech sounds and speech. The subskills of listening must be mastered to become a good listener and a good speaker. Perception skills and language skills are the subskills or micro-skills of listening and constitute the decoding process. By dint of the decoding process, the acoustic input is converted into the standard units of the language such as speech sounds, words, phrases and sentences. In order to acquire listening skill, one must recognize and learn how to discriminate between speech sounds, identify word boundaries or junctures in connected speech, recognize intonation patterns, identify discourse markers, etc. The speech sounds which we produce with the help of our speech organs are called segments which include vowels and consonants. The features of these segments are called segmental features. The features which go beyond the segments are known as suprasegmental features. Discourse markers are those devices which make clear the connection between what we are going to say or utter and what came before e.g. ‘anyway’, ‘however’, etc. Teaching segmental features, suprasegmental features and discourse markers can be done through the integrated approach or in isolation as far as the teaching methodology is concerned. Appropriate and relevant tasks are set to teach the features and discourse markers. Repetition exercises can help the students master the speech sounds. Words are played on a tape recorder and the students repeat the words individually. Various listening exercises can be given to the students to assess their knowledge about discriminating sounds like listening to the pairs of words and identifying speech sounds, etc. Discourse markers are used to indicate our attitude to the truth of what we are saying (‘I think’, ‘I suppose’, ‘frankly’, ‘sort of ‘, etc.), to show what kind of communication is going on (‘after all’ in persuading, ‘I’m afraid’ in polite refusal, ‘actually’ in breaking news,), etc. Integration of listening skill with speaking skill and writing skill is an effective means of teaching segmental and suprasegmental features, and discourse markers.

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Rabin Kumar Das (March-2023). Teaching Segmental Features, Suprasegmental Features and Discourse Markers for Developing Listening Skills . INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(3), c646-c665. https://ijnrd.org/papers/IJNRD2303273.pdf

Volume 8 Issue 3, March-2023

Pages : c646-c665

Paper Reg. ID: IJNRD_189165

Published Paper Id: IJNRD2303273

Research Area: Engineering

Author Type: Foreign Author

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Published Paper PDF: https://ijnrd.org/papers/IJNRD2303273.pdf

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