pumgyeok inneun yeoja Bami om ya shimjangi bdeugeowojineun yeoja Geureon banjeon inneun yeoja
Top Down and Botton Up Listening Top Down
It focuses on macro- features of discourse such as the speaker's purpose and the discourse topic. Botton Up
Identify sounds or lexical items according to their linguistic function. Use phonological cues to distinguish between positive and negative sentences or statements and questions. Reciprocal Listening Non-reciprocal listening
Movies https://www.ted.com/ www.esl-lab.com www.listenaminute.co m Listening Practice To involve our students in the listening practice we can: Give students a degree of choice Let them bring something of themselves to the task Let students to bring their background knowledge and experiences to the classroom Give the students the opportunity to develop a reflective attitude
RAISING STUDENTS AWARENESS OF THE FEATURES OF REAL- WORLD LISTENING INPUT
Somebody told me you once did some busking. Is that right?
I went busking once in Hong Kong during the summer holidays. However, I am not sure whether it was while I was still at university or after I had just left.
FEATURES OF REAL- WORLD LISTENING INPUT THE USE OF TIME- CREATING DEVICES THE USE OF FACILITATION DEVICES THE USE OF COMPENSATION DEVICES TIME CREATING DEVICES
Pause fillers: um, urh, eh
Transitions: Likewise, Similarly, however, on the contrary, in addition
Repetitions: internal summary
Repair conversions (reformulations)
Cut-offs (false starts)
THE USE OF FALICITATION DEVICES
Use of less complex structures Ellipses: yes, I did Use of fixed and conventional phrases you know I mean well
https://www.youtube.com/watch?v=8GfbZpT9WwA
THE USE OF COMPENSATION DEVICES
Redundancy in natural speech does allow the listener some processing time. Repetition Reformulation rephrasing FEATURES OF REAL-WORLD LISTENING INPUT THE USE OF TIME- CREATING DEVICES um, urh, eh THE USE OF FACILITATION DEVICES You know, I mean, well
THE USE OF COMPENSATION DEVICES Repetition, reformulation, rephrasing AWARENESS-RAISING EXERCISES
Spoken text / written text
Students write semi-scripted simulated authentic speeches
Brief notes or flow charts Role-play situation Play stracts of students talk Students identify pause fillers, repetition
THE CHANGING FACE OF LISTENING Presenting grammar Presented dialogues about structures (only type of listening practice most learners received).
Effort was place for learners to speak.
In order to follow a conversation, we have to understand what is being said.
Late 1960s Pre-listening: Pre-teaching of all important new vocabulary in the passage Listening Extensive listening Intensive listening Post-listening Analysis of the language in the text. Listen and repeat: teacher pauses the tape, learners repeat words PRE-LISTENING CRITICAL WORDS Pre-teaching has been discontinued. Key words = Absolutely indispensable.
PRE-LISTENING ACTIVITIES Brainstorming Vocabulary Reviewing areas of grammar Discussing the topic
LISTENING THE INTENSIVE/EXTENSIVE DISTINCTION Recording is to be played twice Normalization https://www.youtube.com/watch?v=qz658-9ZOCc https://www.youtube.com/watch?v=Ua7nyAaf3pE PRESET QUESTIONS W: This coffee is really terrible. M: I couldn't agree more. N: What does the man mean?
(A) He would like more coffee. (B) He thinks the woman should complain. (C) He also dislikes the coffee. (D) He thinks the coffee is acceptable.
LISTENING TASKS Labelling, selecting, drawing and form lling. Real Life Reliable way of checking understanding. Individual responses
AUTHENTIC MATERIALS Naturalness of language Real-life listening experience STRATEGIC LISTENING
Listening to a foreign language is a strategic activity.
Guess in order to connect: Cautious students Risk takers. Post- Listening How well the students have understood what they listened to.
The listen and repeat phase Has been dropped as well, on the argument that it is tantamount to parroting. This is not entirely fair. The post-listening stage comprises all the exercises which are done after listening to the text. Post-listening activities allow the learners to reflect on the language from the passage. Activities for Post-Listening Answering multiple-choice or true/false questions to show comprehension of messages. Summarizing Debates Interviews Discussions Listen and Fill in the Blanks
Work: http://saberingles.com.ar/listening/218.ht ml http://www.tolearnenglish.com/exe rcises/exercise-english-2/exercise- english-1936.php Teachers need to prepare learners psychologically for the listening activity. Bibliography http://www.ets.org/toefl/pbt/prepare/sample_qu estions/listening_comprehension_practice_sec tion1