listening
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-Richards, JC. 1983. ―Listening Comprehension: Approach, design, procedure.‖ TESOL Quarterly 17:2.
What does listening involve?
Identifying information Searching memories Relating that information to those memories Filling it in the proper spot (or) Creating a new place for it Using it when needed Listening comprehension, therefore, is a very important part of your linguistic competence and is related much with your world knowledge .
store
store, department, supermarket, shop, a special sale, a big sale, on sale, price, size, groceries, bargain, brand, counter, assistant, color, style, fashion, jeans, dress ,cashier, Cash or check, etc.
hotel
hotel, inn, a single/double room, reserve, check in, check out, occupy a room, bathroom, full, porter, register, book a room, tip, reception, front desk, put one’s laundry in, etc.
Buck, G., 1995. How to become a good listening teacher. In Mendelsohn and Rubin 1995. A guide for the teaching of second language listening. San Diego: Dominie Press. 113-130.
Part One Passive or Active?
Is listening a passive or active skill?
Listening is considered to involve the active selecting and interpreting of information coming from auditory clues so that a listener can identify what is happening and what is being expressed.
If not TTT Approach, then how?
How to prepare students for listening tasks?
Involve students in focused listening
Make it relevant (interesting) Provide background knowledge Pre-listening exercise to activate content Use a variety of activities
How do most teachers in China teach listening comprehension?
TTT Approach
Test-test-test A sink or swim method The use of short conversation/long conversation/passage with multiple-choice questions to teach listening comprehension.
Accent Speed Idiomatic speech Task too difficult Unprepared for the discussion Not prepared for the text A lack of background information
Vocabulary (key words or phrases related to a certain place or occasion)
school
School, college, university, class, lesson, homework, assignment, exam, test, quiz, term, semester, quarter, term paper, required/compulsory course, elective/optional course, professor, teaching assistant, credit, research paper, full-time student, par-time student, tuition, scholarship, freshman, junior, senior, graduate, student, lecture, courses, registration, etc
What interferes with listening comprehension?
(Why do we think listening is difficult?)
Unfamiliar vocabulary Grammar Text too long Several people talking Unfamiliar ContextHale Waihona Puke BaiduLots of details Topic not interesting Theme not clear
Effective listeners can
monitor comprehension associate new information with background knowledge make inferences about unknown words continue listening even if they don’t understand certain words have metacognitive knowledge about the task (Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes. ) manage to get the main idea rather than listen wordfor-word
bank
Check (cheque), cash, deposit, interest, savings, savings account, open an account, draw on one’s account, pay interest rate, current account, check account, cash the check, service charge, coin, bank clerk, fixed deposit, balance, etc.
Other listening activities
Follow-up activities More listening Writing activities Role –playing
Use activities to wake up students Songs Jokes Puzzles poems
How to Teach Listening
Xue Xiaomei 2012.10
This lecture consists of 3 parts:
Part One Passive or Active? Part Two Strategies to teach listening Part Three Sample of listening activities Seasons in the Sun
Part Two Strategies to Improve/Teach Listening Comprehension
Bottom-up Strategies Top-down Strategies
bottom-up 形容词 a. 1.【英】从细节到总体的,从个别 到全貌的;自下而上的 自下而上的听力教学模式, 就是指在训练学生听懂一段 内容时, 教师首先是从语音的识别出发, 然后依次进入单 词、句子和篇章的层面。因此, 听力教学的一个重要内 容就是让学生反复进行语音的识别和听辩训练, 听话过 程就是一个从语音向语义转化的过程。
hospital
Hospital, doctor, nurse, patient, medicine, pills, operation, surgery, emergency room, cold, fever, cough, high temperature, a sore throat, headache, high blood pressure, stomachache, heart disease, lung cancer, dentist, examination, tablet, prescription, Are you feeling better？ What’s the matter with……？，etc.
熟悉英语的读音规则, 正确掌握英语的语音语调、重音、 节奏对语义的影响是非常重要的。
listening activities (with focus) to overcome the difficulties
giving charts / categories asking questions ahead of time showing pictures/charts discussing the topic first describing the context role playing the situation providing key word list brainstorming (situations / pros / cons) Predicting Doing follow-ups that allows students to connect directly with their lives
Principles of teaching listening comprehension
Let yourself/students understand how foreigners speak English and build your/students’ sensitivities. All we can do is give them some guidelines, provide an opportunity for meaningful practice and trust they will learn these things for themselves. (Buck, 1995)
What does listening involve?
Identifying information Searching memories Relating that information to those memories Filling it in the proper spot (or) Creating a new place for it Using it when needed Listening comprehension, therefore, is a very important part of your linguistic competence and is related much with your world knowledge .
store
store, department, supermarket, shop, a special sale, a big sale, on sale, price, size, groceries, bargain, brand, counter, assistant, color, style, fashion, jeans, dress ,cashier, Cash or check, etc.
hotel
hotel, inn, a single/double room, reserve, check in, check out, occupy a room, bathroom, full, porter, register, book a room, tip, reception, front desk, put one’s laundry in, etc.
Buck, G., 1995. How to become a good listening teacher. In Mendelsohn and Rubin 1995. A guide for the teaching of second language listening. San Diego: Dominie Press. 113-130.
Part One Passive or Active?
Is listening a passive or active skill?
Listening is considered to involve the active selecting and interpreting of information coming from auditory clues so that a listener can identify what is happening and what is being expressed.
If not TTT Approach, then how?
How to prepare students for listening tasks?
Involve students in focused listening
Make it relevant (interesting) Provide background knowledge Pre-listening exercise to activate content Use a variety of activities
How do most teachers in China teach listening comprehension?
TTT Approach
Test-test-test A sink or swim method The use of short conversation/long conversation/passage with multiple-choice questions to teach listening comprehension.
Accent Speed Idiomatic speech Task too difficult Unprepared for the discussion Not prepared for the text A lack of background information
Vocabulary (key words or phrases related to a certain place or occasion)
school
School, college, university, class, lesson, homework, assignment, exam, test, quiz, term, semester, quarter, term paper, required/compulsory course, elective/optional course, professor, teaching assistant, credit, research paper, full-time student, par-time student, tuition, scholarship, freshman, junior, senior, graduate, student, lecture, courses, registration, etc
What interferes with listening comprehension?
(Why do we think listening is difficult?)
Unfamiliar vocabulary Grammar Text too long Several people talking Unfamiliar ContextHale Waihona Puke BaiduLots of details Topic not interesting Theme not clear
Effective listeners can
monitor comprehension associate new information with background knowledge make inferences about unknown words continue listening even if they don’t understand certain words have metacognitive knowledge about the task (Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes. ) manage to get the main idea rather than listen wordfor-word
bank
Check (cheque), cash, deposit, interest, savings, savings account, open an account, draw on one’s account, pay interest rate, current account, check account, cash the check, service charge, coin, bank clerk, fixed deposit, balance, etc.
Other listening activities
Follow-up activities More listening Writing activities Role –playing
Use activities to wake up students Songs Jokes Puzzles poems
How to Teach Listening
Xue Xiaomei 2012.10
This lecture consists of 3 parts:
Part One Passive or Active? Part Two Strategies to teach listening Part Three Sample of listening activities Seasons in the Sun
Part Two Strategies to Improve/Teach Listening Comprehension
Bottom-up Strategies Top-down Strategies
bottom-up 形容词 a. 1.【英】从细节到总体的,从个别 到全貌的;自下而上的 自下而上的听力教学模式, 就是指在训练学生听懂一段 内容时, 教师首先是从语音的识别出发, 然后依次进入单 词、句子和篇章的层面。因此, 听力教学的一个重要内 容就是让学生反复进行语音的识别和听辩训练, 听话过 程就是一个从语音向语义转化的过程。
hospital
Hospital, doctor, nurse, patient, medicine, pills, operation, surgery, emergency room, cold, fever, cough, high temperature, a sore throat, headache, high blood pressure, stomachache, heart disease, lung cancer, dentist, examination, tablet, prescription, Are you feeling better？ What’s the matter with……？，etc.
熟悉英语的读音规则, 正确掌握英语的语音语调、重音、 节奏对语义的影响是非常重要的。
listening activities (with focus) to overcome the difficulties
giving charts / categories asking questions ahead of time showing pictures/charts discussing the topic first describing the context role playing the situation providing key word list brainstorming (situations / pros / cons) Predicting Doing follow-ups that allows students to connect directly with their lives
Principles of teaching listening comprehension
Let yourself/students understand how foreigners speak English and build your/students’ sensitivities. All we can do is give them some guidelines, provide an opportunity for meaningful practice and trust they will learn these things for themselves. (Buck, 1995)