Effect of ABL Method on Students' Performance in Listening Skill at Grade-VI

IntroductionEffect of ABL method on the students' performance in listening skill at Grade -VI was a new study in our area for teaching of English as a ''foreign language''. Language is considered as a tool of communication and social interaction. Being a tool, English language helps to enhance our knowledge and makes us to interact across the world. English language learning has its own beauty, especially the methods of teaching through which it is learnt. It is the mean of transportation in which all subjects travel. Nowadays, learners require proficiency in English Language and communication skills. These communication skills are interwoven in listening, speaking, reading, and writing skills. Globally, English language has importance and it is now a necessity to get command over English language skills to compete with the world. The word 'innovation' is derived from Latin word 'innovare' means changing something new. Further, it can be assumed that 'innovation' involves the practical accomplishment of new ideas (Banu, 2012). Language is regarded as the ability or capacity of human beings, which they attain with the use of intricate scheme of interaction. In this case, language is considered to be a clear model for such format. According to Paik (2008) the demand and value of English language has made itself a compulsion for learners and significant to acquire it in the recent scenario because, it is supposed to be a crucial instrument, to stay alive in the international market.Acquiring or knowledge of a second language is multifaceted for the most learners. Second language achievement and second language learning engage different processes. The former process refers to selecting up a second language through disclosure. The latter process deals with the awareness for a second language (Ellis, 2010). To a certain degree, it is difficult to decide what elements of a language; learner's capability or presentation have been acquired or learned.It is as clear as day that without specific aims or objectives for any activity the desired results cannot be achieved. Therefore, it is necessary to make learning process more scientific and successful. Further, teachers need to be aware of long term targets and their specific aim of ''English language teaching'' (James, 2001). The main aim of ''English language teaching'' at Grade -VI is to develop student's language skill i.e. listening.The most interesting and important skill of language is ''listening', which is regarded as a prerequisite for the enhancement of other language skills. According to the study of Brown and Yule (1999), they argue that Listening is a procedure that entails understanding of a message which is methodical, in a constant sound stream and after that, conceiving in mind, recognizing elements inside this stre am which is new for the listener and this structure is not heard by him/her. It proposes that a deep acquaintance with phonology/sound system of a language is the prerequisite for the improvement of listening skill. Hence, in the normal way of language-learning, so the first step in acquiring a language would be listening and exercises based on this must be watchfully and step-wisely prepared.Listening and hearing are two terms, which are over and over again puzzled. So, ''hearing'' can be differentiated from listening on the reason that it is scientific & biological system which is systematically elucidated. On the other hand, listening is considered as a ''cognitive neurological activity'' that deals with the dispensation of acoustic spur and received through aural system. The study of Barthes (1985) differentiates between (hearings and listening) that former is a physiological happening while the latter is a psychological action. He further explains that listening is considered as a purposeful action of audition since past while in current situation it has contracted the command and almost the role of playing over unidentified places which consists of insensitive varieties. …