VIDEO LECION DE INGLES

0:13
Hello, I'm your host, Articulate, and it's time to play our favorite game. What makes listening
hard? >> Let's go ahead and introduce our panelists today. Elizabeth comes to us from
beautiful Lincoln, Nebraska.
0:27
Never been there, but I assume it's beautiful. She enjoys spending time in a writer's group
and we are told by those in the know that she is great listener. We'll find out about that,
won't we? Our second panelist, Jimmy Sarveen, comes all the way from Brainerd,
Minnesota. He enjoys ice fishing, snowmobiling and hunting. i bet you've caught yourself a
moose one or twice, eh, Jimmy? >> Well, actually. >> No need to talk. This show is all
about listening. All right, and on to our third panelist, Iva Scobic, who comes to us all the
way from Wisconsin. I hear she's a vegan, which is just gross. Meat, meat, meat, am I right,
Jimmy? No, seriously. No need to duck. All right, looks like all three of our panelists have
escaped from the frozen tundra that is Nebraska, Minnesota and Wisconsin to come to
sunny Arizona. Good choice there. >> Hey!
1:20
>> Woah, no time for speaking, let's get on with the game and play what makes listening
hard. All right, as you know in round one we revealed nine answers placed upon individual
tiles on our game board. I will ask a question to each of our three panelists. Are you
ready? Then lets play What Makes Listening Hard. On to our first question which goes to
Elizabeth.
1:42
What would you call a group of features in spoken language that definitely makes listening
hard for learners? These features are beyond what we usually think of as language, and
so they are often not even taught. These include elements such as accent, volume, tone,
stress and even body language. So what are these features that make listening hard?
2:01
>> What's the key word?
2:03
The key word is beyond. >> Hm, can I have a hint?
2:09
>> Hint, if you have studied your prefixes, then you know that the keyword is right there, in
one of the nine tiles presented. >> Prefixes? Well, prefixes are often discussed in a study of
morphology, so I might want to choose morphological reductions, but I'm still unsure.
2:26
>> Well, while we are waiting, let me just state that accent, tone and stress are often
forgotten within language classrooms. In other words, many teachers don't teach these
important items at all.
2:37
>> Reduce to three?
2:39
>> Sure. Let's let our audience at home play along with us. Go ahead and key in your
answer now.
2:49
Looks like our audience is split, but I can tell you that it is paramount that you answer
soon. And I am wearing a pair of socks. >> Paralinguistics? >> Correct,
amazing. Paralinguistics refers to a group of features that are beyond what is
commonly referred to as linguistics. It can refer to accent, tone, stress, body language, and
even volume, rate, fluency, and pitch. These are features that really make listening
difficult. Ever speak to someone who spoke too fast? Too quietly? Or that in an accent that
you are unfamiliar with? Paralinguistic features definitely make listening hard.
3:26
Now, onto our second question for Jimmy. These are also a group of features that
speakers use that can make listening hard. These features are often seen in high-stakes
situations, such as an improvised speech or an unexpected and important phone
call. These features might include features such as fillers and redundancies. You have five
seconds.
3:48
>> Fillers and redundancies? I don't know what those are. These questions are hard. I wish
we had time to review this stuff. For us to answer it just seems like. >> Time is up, so
sorry. If you had just responded to what I had asked, you might have had a chance. Now
let's go to our poll question to see if our audience can do any better. We'll reduce to three.
4:14
And now, let's ask the winner of question one, hey, Elizabeth, to answer for us. You're so
smart. Glasses, glasses means smart. That's a paralinguistic element right there. >> I do
have glasses, yes, but I would think the fact that I have a master's degree would show- >>
Nope, it's the glasses. On TV, glasses always mean smart. Now, what's your answer? >>
Performance variables? >> Yes, right again! Performance variables such as fillers
and redundancies are often used in speaking, but not so much in writing. We'll have to talk
about that later, too. >> Why are we taking a quiz without studying the stuff first? >> Yes,
and by the way, I'm the one asking questions, and you are the one receiving a parting gift
to help you with your inability to listen well. >> Hey. >> We are going to give you a trip to
Hawaii! >> Wow, a trip to Hawaii! That's fantastic! >> With your angry mother-in-law! >>
Wait, what? But I don't even have a mother-in-law. >> We found one for you, and she's
quite feisty, quite upset at the direction of your life, I'll tell you. >> Jimmy, how many times
have I told you being a teacher is a stupid thing. You're not going to take care of my
daughter. >> She is sure to talk your ear off and tell you all the things that you need to
improve. Excellent listening practice. Now, our third question, Iva, I'm going to present to
you in elliptical fashion. >> I don't know what that means. >> Unplanned monologues,
transactional dialogues, planned or scripted monologues, interactional dialogues. >> That's
just a list of stuff I haven't studied. >> Too bad, that is not the right answer. >> Can I get a
key word? >> Mm, no, no you cannot. >> How about reduce to three?
5:58
>> Hm, no, again. >> But why not, she did. You don't have glasses. >> That's
ridiculous. >> Mmm, five seconds. >> Fine, regionalisms. >> So sorry, incorrect. Now, let's
go to a poll question. Audience, what do you think?
6:21
Our audience has chosen. Now let's reveal the correct answer. Okay, Elizabeth, let's let
you help out poor Iva. The answer we are going for is. >> Types of oral discourse. >>
Amazing, types of oral discourse. You are correct again. There are many different types of
oral or spoken discourse. And these different types all require different kinds of
listening. We'll talk about that a bit more later. >> This entire course seems totally
backwards. Why is this first video a quiz show with quiz questions no one has
studied? Shouldn't you have started with the answers first and then given us these crazy
hard questions? She's questioning our curricular design, got to get her out of here. Yup,
yup, mm-hm. Whoo, looks like it's time to welcome to escort our second loser off the stage,
but not without a parting gift. Remember, everyone here on What Makes Listening Hard is
a winner. >> But you just called me a loser. >> Okay, and what do we have for our guests
today? Looks like, why yes, it is, twin babies. >> Twin what? I can't take care of twin- >>
That should definitely help improve your listening, no doubt. They are sure to want to
communicate all kinds of messages to you, using their very rudimentary understanding of
language. Good luck. >> Someone help? This doesn't make any sense at all.
Video 2
0:03
Welcome back to teach English now. In the last video you were introduced to some ideas
about listening that we want to discuss in detail here. If you aren't particularly clear on the
principles that were discussed, well, you're not alone. And quite honestly, that was by
design. You see, what our game show host did, in a sense, was violate several principles of
language teaching and made communication difficult in general. We did this to demonstrate
some of the very principles we will soon be discussing. As well as to show you what
teachers should not do when teaching a listening speaking class. But we'll get to that in
second. For now, let's do a better job of presenting these principles. Let me first clarify
something right from the beginning! The reason we are sharing some of these principles is
not so that we can demonstrate our pedagogical superiority, you know, show how smart we
are.
1:00
Our reason in sharing some of these details about listening and what makes listening hard
is to provide practical pragmatic understanding so that you can recognize what students go
through when they learn a language. Communicating, itself, can be a frustrating experience
that is both emotionally and mentally taxing. Some speakers speak too fast, some speak
with accents that are too difficult, some use words that are unfamiliar and some use
gestures that are unclear. I'm sure you can all think of a time when someone`s spoke in a
way that, well, made listening hard.
1:35
Okay, let's look at the nine tiles we presented earlier in our quiz and discuss each
one. First, to make things easier, let's group a few of these items together.
1:45
Blending, morphological reductions, pragmatic reductions, and ellipses are all features of
spoken language that are related because they involve house speakers, reduce, or
collapse language and make it smaller, quicker, more efficient. While speakers do this in
order to achieve efficiency and speed, that's a good thing that sometimes makes it all the
more difficult for our poor language learners. Consider the following examples.
2:18
Blending is a way to reduce two or more words so that the sound of the words run
together. I remember my basketball coach would always say, you gotta want to! He said it
so quickly it sounded like a single word. What was he trying to say? You have got to want
it. What did he mean? That in order to win a game, or be successful at basketball,
motivation was key.
2:45
You gotta want to was his mantra for letting us know we needed to have something burning
within us to drive us onward. It's a simple phrase, and a great example of blending.
2:58
A morphological reduction means a reduction on the level of word parts. And the most
common example of this kind of reduction is a contraction. Contractions are definitely more
common in speaking, and can sometimes be difficult for basic learners, who often need to
hear each word individually. To illustrate, I will not is easier than I won't for some basic
learners, because it is easier to hear and identify each separate word.
3:26
Pragmatic reductions are common also. These reductions are also used to increase the
speed of conversation by simply leaving out already understood information. My two year
old child doesn't say, daddy I would very much enjoy reading a book with you why do you
snuggle me, but first, we must find my favorite blanket. Instead, he uses pragmatic
reductions. And simply says, daddy read, snuggle, where's blanky?
3:56
In a pragmatic reduction, you might remove quite a number of words to communicate the
simplest message. A message that is highly dependent on the context around you. These
pragmatic reductions you might think of as similar to texting language.
4:11
They leave out essential information. In linguistics, theorists will often suggest that certain
kinds of language are dense, or context dependent, and thus need to be unpacked. Can
you unpack this sentence? Movie. My place. Tonight at 8? Bring popcorn.
4:33
Ellipses are similar to pragmatic reductions in that they also leave out entire words. But
generally, they leave out a phrase in the middle of two thoughts and ask the listener to add
in the missing details by once again predicting or relying on context. In writing, we
commonly see an ellipses indicated by three dots to indicate that information is being
passed over. For example, if someone said, next week...for sure. That seems like a simple
sentence, but it is hard to know what will happen next week unless we have more
information. Ellipses reduce or eliminates previously understood information, but only helps
if you have that information. Reductions...complicated.
5:21
Now, let's talk about paralinguistics, performance variables and types of oral
discourse. These three are all related in that they demonstrate not variables that
reduce language, but variables that add to the complexity of the listening experience.
5:39
For example, let's talk about paralinguistic variables. As our previous video
suggested, paralinguistics means everything outside of what we normally think of as
language. An unusual accent certainly can make things hard, as can stress and
tone. Volume and speed can definitely affect understanding. And one huge difference
maker, gestures can influence meaning too. Think about how many ways you can play with
accent, tone, stress, and gestures to change the meaning of just this sentence. I just love
working on Saturdays! I just love working on Saturdays. And how about if I roll my eyes?
6:24
I just love working on Saturdays.
6:28
Yet another group of variables we labeled performance variables. These refer to the fact
that when you speak, you perform. And that performances, live performances, are simply
different in key ways to reading or writing. For example, when you perform live, speak live,
you make mistakes that you can't go back and edit or fix. And do you ever forget what you
are saying? The two scenarios I just described, require what we refer to as repairs,
and fillers. When you repair language, you often say things like, my gosh! I'm so sorry, I
mean, or what I meant to say was. When you use fillers in the English language you often
use words like, well. Or here's a word that barely even qualifies as a word.
7:18
I was thinking.
7:21
Repairs and fillers add to the complexity of language learning, as does another
performance variable, redundancy.
7:29
Okay, so the other day, the other day I was walking down the street and I saw a man. Wait,
no first I saw a woman and then I saw a man wearing a hat. I mean the woman was
wearing the hat. And so, I was walking down the street when, you get what I mean?
7:44
And now on to our last group of variables. Let's discuss different types of oral
discourse. Yet one more difficulty for listeners is that different types of discourse have
different rules. For example, discourse can take the shape of a monologue, like a
presentation or a lecture, or a dialogue, like a person asking for directions. Even within a
monologue there might be different rules for a listener. For example, in a planned
monologue such as a lecture, a listener might be required to take notes and answer
questions at the end of the lecture. And when it comes to a dialogue, there are also
different possibilities. Take, for example, the difference between a transactional and
interactional dialogue. In a transactional dialogue, listeners are requesting information
and trying to gather the correct information from a speaker. In contrast, an interactional
dialogue requires both parties to share ideas and opinions in turn. Think about different
types of oral discourse this way. How do you know when, or if, you are required to speak
after you listen?
8:51
Do you know how or when it is appropriate to cut someone off? You might think, well, I can
interrupt when it is informal, or a friend, or when it is particularly spirited, or when I feel like
we are equals. Well, how do you as a teacher teach that when someone has different
cultural expectations then you do?
9:11
While we won't get into the details here, we bring up these questions to show how
complicated listening can be when you recognize that a listener must assume different
roles and use different strategies based on socio-cultural context and cue's. Heady stuff.
9:29
And now, let's group together one last set of terms here, that are basically
synonymous. Slang, also called jargon or colloquialisms, refers to informal speech that is
often not used in writing. And can often contain difficult to understand idiomatic expressions
that must be taught one by one.
9:50
Regionalisms are a kind of slang that are common to a particular region, such as a city or a
country. In other words, the English that is spoken in New Zealand may be quite distinct
from the English spoken in the United States. And there are certain key terms and phrases,
regionalisms, that you would be wise to learn if you're going to visit. And regionalisms bring
up a debate among teachers about proper usage and grammar. Consider, for example, that
the phrase, I done it yesterday, is perfectly acceptable in some of the British Isles, but
unacceptable elsewhere. All right, that was a ton of information and I definitely recommend
going back and watching again. Because in the next video, we're not going to ask you to be
an audience member anymore. We're going to ask you to be one of the guests on our
show. Good luck and study hard, I hope you win.