Teaching Listening Part One

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By: psutaciojr (9 month(s) ago)

hello miss sue. i am teaching teaching of listening and reading. pls. allow me to download this presentation. it will be of great help for me. thanks.

 

By: mcdr (11 month(s) ago)

hello mis sue. may i be allowed to download this presentation? This will be very helpful in my class. Thanks. From Cristy (Philippines)

 

By: jalonsog (29 month(s) ago)

Me puedes autorizar bajar esta parte deListening?

Presentation Transcript

The Listening Lesson : Part One: 

The Listening Lesson : Part One What are we trying to do ? Different aims for different levels…

Why do Learners Have Problems with Listening?: 

Why do Learners Have Problems with Listening? Speaking – you can choose what you say; you can often plan in advance Reading – no time constraints - read and reread, use a dictionary etc Writing – no time constraints, you can choose what you say, use a dictionary etc. Listening – the other person chooses the language and the speed (problems of accent and connected speech); need to understand and respond in real time

Problems Encountered in Listening: 1 – Problems in the listening process (Examples): 

Problems Encountered in Listening: 1 – Problems in the listening process (Examples) Retention – don’t confuse it with understanding Over-Intensive Listening : reliance on bottom up processing Failure to infer and predict based on textual information plus knowledge of the world – ie use of top down strategies

Which led to ….: 

Which led to …. Use of texts above the competence of the learners – grade the task not the text Focus on what the learners do understand rather than on what they don’t “It’s not necessary to understand every word.” Pre-listening activation of schemata Task before text

Typical Lesson Format …: 

Typical Lesson Format … Warm Up activity – to activate knowledge of the topic (schema) Gist listening task set Ss listen (twice?) and compare answers with a partner Answers elicited and confirmed Detailed listening task set Ss listen (twice?) and compare answers with a partner Answers elicited and confirmed End of lesson

But have we thrown the baby out with the bathwater?: 

But have we thrown the baby out with the bathwater? Students often do want to understand every word – insistence on gist comprehension only can lead to dissatisfaction and demotivation The approach aims to teach the students to cope with the fact that they don’t understand everything – but does it help them to understand more next time? Because … … the importance of top-down processing is (rightly) emphasised – but learners aren’t helped to improve bottom up processing skills at all

Problems Encountered in Listening: 2 – Problems in the Language (Examples): 

Problems Encountered in Listening: 2 – Problems in the Language (Examples) Unknown words / expressions Unknown grammatical structures Misunderstanding of individual sounds Misunderstanding of stress, intonation Misunderstanding of communicative function, register etc Misunderstanding of phonological features of connected speech

So …: 

So … Need to show learners that they can understand the text without understanding every word But … Need to focus on the problems that block their understanding too … So that … They’ll be better prepared to understand next time

Elementary- Intermediate Level Listening : Main Objectives: 

Elementary- Intermediate Level Listening : Main Objectives Language consolidation (language systems aim) Development of coping strategies (subskills development – top down processing) Improved processing of items already met (subskills development – bottom up processing) General listening practice

Intermediate - Advanced Level Listening : Main Objectives: 

Intermediate - Advanced Level Listening : Main Objectives As before, but less emphasis on coping strategies and more on high level interpretive subskills : inferring non-explicit meaning understanding irony identifying speaker point of view identifying evaluative comments identifying digression identifying “hedging”/cautious language etc

What comes first …: 

What comes first … the syllabus or the materials ???

Evaluating Coursebook Listening Materials: 

Evaluating Coursebook Listening Materials Look at the listening text(s) and activities in the next unit of a coursebook you’re using – what’s the main aim of the materials? What activities are included? Listen to the recording first without then with the tapescript – what can your students feasibly be expected to understand? What is liable to block their comprehension? Is there a subskill which could usefully be focused on using those materials? How does this relate to the aims and activities of the coursebook?

Listening texts used to present or consolidate language…: 

Listening texts used to present or consolidate language… will contain mainly or exclusively language already known to the students will have frequent repetition of the target structure(s), lexis etc will often be scripted rather than authentic or semi-authentic will have listening practice as a secondary aim

Listening texts used for listening practice …: 

Listening texts used for listening practice … May have language systems work as their main aim. May just be inserted into the lesson to add variety. May be an integrative part of another activity – eg preparation for a role play May require the use of previously taught subskills

Developing Listening Subskills …: 

Developing Listening Subskills … Listening skills development – implies a long term approach, with subskills being introduced and practised before Ss are asked to apply them The subskill being introduced will therefore be a main aim of the lesson, which will start from the presupposition that Ss can’t perform that subskill. This work doesn’t all have to be text based – if text is understood as the recorded conversation or monologue in your coursebook.

Example of non-text based teaching: coping subskills: 

Example of non-text based teaching: coping subskills Eg : Inferring topic or gist from minimum key-word vocabulary Inferring the meaning of unknown words from context Interactive repair strategies – asking for repetition, clarification, definition Listening activities used to develop coping strategies will necessarily be geared above the language level of the students, containing a large amount of new language.

Example 1 – Inferring words from context: 

Example 1 – Inferring words from context Stage 1* Put five words, unknown to the Ss, on the board together with their definitions (jumbled) Ss listen to a sentence containing the first word and match it with its definition – NB the word must be inferable from context and the surrounding language must be known to Ss Examples : moving uneasy aloof anxious emotional cold, distant Ss hear : a) The film was so moving it made me cry. b) I don’t like the idea. Are you sure it’s really legal? No, sorry - it makes me feel uneasy. I’m really not convinced. c) It’s not easy to get to know David. He’s very aloof, and you’re never sure what he’s thinking. *NB – you may wish to consider if this skill is not best introduced firstly through reading and then applied to listening when Ss know what they’re doing – transversal approach

Example 1 – Inferring words from context: 

Example 1 – Inferring words from context Stage Two The same – but without the definitions – Ss have to decide the meanings for themselves Stage Three The same, but this time all the words are in a continuous text rather than in individual sentences

Example 2 – dealing with non-inferable words: 

Example 2 – dealing with non-inferable words If a word is not inferable Ss need to learn to… Ignore it if it is not essential to the meaning Focus on it if it is Again, these subskills may best be introduced initially through reading and then transferred to listening. In reading, focusing on the word may mean using a dictionary. In listening, it will mean asking for clarification

Example 2 : dealing with non-inferable words: 

Example 2 : dealing with non-inferable words Stage One : practising the language of asking for clarification The T reads out sentences containing one unknown word. Ss have to ask for clarification of that word: Eg : His trousers were filthy I’m sorry, I don’t understand filthy; Sorry, what does filthy mean?; Sorry, can you explain the last word?: Sorry, what did you say about his trousers ? Stage Two : practising interrupting to ask for clarification As before, but this time the words are in a connected text and the Ss have to interrupt

Example 2 : dealing with non-inferable words: 

Example 2 : dealing with non-inferable words Stage Three : deciding if it’s necessary to ask for clarification - slowly Five unknown words on board T reads out 5 sentences each containing oneof them. Ss can ask for the meaning of only three of them - they therefore have to decide if they are essential to the meaning or not.

Example 2 – dealing with non-inferable words: 

Example 2 – dealing with non-inferable words Stage Four : deciding if it’s necessary to ask for clarification – more spontaneously On the board – nos 1-5. Against each number, two words unknown to the Ss. Example : 1. maroon jumper T reads out sentences containing the words. In each sentence one of the words is essential to the meaning, the other not. Both are non-inferrable. Example : I bought a pair of maroon trousers and a new jumper. Ss can ask for clarification of one of the words only.

Subskills development may be …: 

Subskills development may be … Introduced in isolation from the listening texts in the coursebook Be text based