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Objectives
At the end of the session, you should be able to: explain top-down and bottom-up processing identify different listening types: specific information, gist/global listening, inference list specific examples of different task types modify different listening tasks to provide different types of practice
Scoping my sharing
Definition of listening Background to the teaching of listening Principles for teaching listening Classroom techniques and tasks
What is listening?
What is listening?
Listening is an active, purposeful process of making sense of what we hear. (Helgesen, 2003)
Productive skills
Speaking
Writing
Receptive skills
Listening
Reading
Listening as a skill
Listening is a passive skill. Listening is a very active skill.
http://www.youtube.com/watch?v=gh5xu35b AxA
Meaning is not in the text (whatever is being listened to) but is something that is constructed by listeners based on a number of different knowledge sources ( Buck, 1995)
Write at least three things. 1) 2) 3) What ideas or experiences were you able to relate to the things/ topics you listened to?
The input hypothesis Stephen Krashens input hypothesis made a major impact on language teaching
The input hypothesis We acquire language by meeting language that is a bit higher than our current level. Listening is a major source of comprehensible input.
P_R_DI_ _
P __ R __ K __ N __ L __ __
__ I N __ H __ T __ L
H __ T S __ __ T
P_ST_ _ I_ E
While listening, answer the listening cloze test. Listen and fill in the missing words. file://localhost/Users/perlyilustre/Documents/big yellow taxi_cloze test.docx
Effect of Listening Cloze in EFL Listening Comprehension http://www.eric.ed.gov/
Bottom-up processing
The students start with the component parts: words, grammar, and the like
Top-down processing
The learners start from their background knowledge, either content schema (general information based on previous learning and life experience) or textual schema (awareness of the kinds of information used in a given situation) (Long, 1989)
Top-down Based on: General knowledge/life Bottom-up experience Knowledge of: (content/schema) vocabulary Knowledge of grammar situational sounds routines(textual shema)
ACTIVATION
Vocabulary
Structures
Cognitive load: Factors that increase or decrease the amount of understanding (Brown, 1995):
1) The number of individuals or objects in a text (e.g.: More voices increase difficulty) 2) How clearly the individuals or objects are distinct from one another (e.g.: A recording with a male voice and a female voice is easier than one with two similar male voices or two similar female voices)
Cognitive load: Factors that increase or decrease the amount of understanding (Brown, 1995):
3) Simple, specific spatial relationships are easier to understand than complex ones (e.g.: In a recording giving directions, information like turn right at the bank is easier to understand than go a little way on that street)
Cognitive load: Factors that increase or decrease the amount of understanding (Brown, 1995):
4) The order of events (e.g.: It is easier when the information given follows the order it happened in, as opposed to a story that includes a flashback about events that happened earlier.)
Cognitive load: Factors that increase or decrease the amount of understanding (Brown, 1995):
5) The number of inferences needed (e.g.: Fewer are easier than more) 6) The information is consistent with what the listener already knows (e.g.: Hearing someone talk about a film you have seen is easier to understand than hearing the same type of conversation about one you havent seen.)
Creative thinking
may simply be realizing that there is no particular virtue in doing things the way they have always been done.
- Rudolf Flesch Educator/philosopher
Micro-listening
(usually done after they know the main topic of the recording, but before they have begun the main listening task) Choose a few target items that occur several times on the recording: e.g.: names of colors, people, places, etc. Tell the students the topic of the recording. Ask them to listen for the target items. Each time they hear one, they raise their hands.
Dictation
If you use dictation, does that make you a dictator?
Slide from Helgesens Seminar-Workshop at Claret School in Sept. 2013
Dictation
What do you like?
accuracy intensive listening
Slide from Helgesens Seminar-Workshop at Claret School in Sept. 2013
Dictation: example
A long . longroad went through a A was walking down the road. Suddenly she saw a . He was wearing a shirt, , and a hat. He and said, 22
Choose one example of something you listened to. Imagine that you have a recording of it that you want to use for a lesson. 1) What would the task be? What would the students do as they listened? 2) Design a lesson plan. What kind of prelistening task would you use? What kind of information would it target? 3) How would you follow it up with a speaking task?