Listening and Speaking - Jack Richards

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LISTENING LISTENING AND AND SPEAKING: MAKING SPEAKING: MAKING THE CONNECTION THE CONNECTION By By Dr. Jack C Richards Dr. Jack C Richards www. www. professorjackrichards professorjackrichards .com .com

Transcript of Listening and Speaking - Jack Richards

Page 1: Listening and Speaking - Jack Richards

LISTENINGLISTENING  AND AND SPEAKING: MAKING SPEAKING: MAKING THE CONNECTIONTHE CONNECTION

ByBy

Dr. Jack C RichardsDr. Jack C Richardswww.www.professorjackrichardsprofessorjackrichards.com.com

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It is usually instantaneous. No chance to listen again.It is usually instantaneous. No chance to listen again.

Speech rates vary considerably. Speech rates vary considerably. -- Radio monologs: 160 wpmRadio monologs: 160 wpm-- Conversation: 210 wpmConversation: 210 wpm

Accents vary from native to nonAccents vary from native to non--native.native.

11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening

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Spoken discourse usually unplanned. Often reflects Spoken discourse usually unplanned. Often reflects processes of construction, e.g. hesitations, fillers, processes of construction, e.g. hesitations, fillers, repeats.repeats.

Spoken discourse has a linear structure, compared to Spoken discourse has a linear structure, compared to a hierarchical structure for written discourse.a hierarchical structure for written discourse.

Spoken texts are often context dependent and Spoken texts are often context dependent and personal.personal.

11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening

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Spoken discourse may contain many Spoken discourse may contain many colloquialisms.colloquialisms.

Spoken discourse characterized bySpoken discourse characterized byreduced forms, reduced forms, blendingsblendings..

Spoken English has a stressSpoken English has a stress--timedtimedrather than syllable timed rhythm.rather than syllable timed rhythm.

11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening

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Large cars waste gasLarge cars waste gas

The weather in TThe weather in Tokyookyo is very humid in the summer.is very humid in the summer.

11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening

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22. . The role of listening in second and The role of listening in second and foreign language learningforeign language learning

Two different goals for teaching listening Two different goals for teaching listening ––

listening for comprehensionlistening for comprehensionand and

listening for language learninglistening for language learning

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33. . Listening for comprehensionListening for comprehension

Assumes that the purpose for listening is to understand Assumes that the purpose for listening is to understand what was said, and not how it was said.what was said, and not how it was said.

Goals for listening from this perspective include:Goals for listening from this perspective include:

Recognizing and acting on the speakerRecognizing and acting on the speaker’’s intentionss intentions

Identifying information from a spoken textIdentifying information from a spoken text

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33. . Listening skills that are important when Listening skills that are important when listening for comprehensionlistening for comprehension

Listening for detailsListening for details

Listening for gistListening for gist

Listening and making inferencesListening and making inferences

Listening selectivelyListening selectively

Making predictions before listeningMaking predictions before listening

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bottombottom--up processingup processingand and

toptop--downdown processingprocessing

44. . Understanding the processes Understanding the processes involved in listening for involved in listening for comprehension:comprehension:

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55. . BottomBottom--up processingup processing

Explains how the literal meaning of Explains how the literal meaning of messages is identifiedmessages is identified

Data drivenData driven

Sounds Sounds –– words words –– sentences sentences –– meaningmeaning

Meaning is extracted from the messageMeaning is extracted from the message

Goal is to identify topics andGoal is to identify topics and propositionspropositions

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55. . BottomBottom--up processingup processing

The woman who sat next to me on the plane The woman who sat next to me on the plane on my flight from Hong Kong told me her on my flight from Hong Kong told me her whole life story.whole life story.

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55. . Assumptions underlying Assumptions underlying bottombottom--up processingup processing

Sentences are composed of Sentences are composed of ““chunkschunks””or or ““constituentsconstituents””

Sentences are the packaging surrounding the Sentences are the packaging surrounding the propositionspropositions

Chunks are the building blocks of meaningChunks are the building blocks of meaning

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Listener must recognize the correct chunks or Listener must recognize the correct chunks or constituents to arrive at appropriate meaningconstituents to arrive at appropriate meaning

Lexical and grammatical knowledge as well as Lexical and grammatical knowledge as well as phonological clues guide the listener to phonological clues guide the listener to appropriate constituentsappropriate constituents

Once meaning has been identified, the Once meaning has been identified, the ““packagingpackaging””is discardedis discarded

5.5. Assumptions underlying Assumptions underlying bottombottom--up processingup processing

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6.6. Implications for teachingImplications for teaching

Recognizing key words is essentialRecognizing key words is essential

Accurate recognition is importantAccurate recognition is important

Knowledge of vocabulary and syntax is Knowledge of vocabulary and syntax is importantimportant

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77. . TopTop--down processingdown processing

Explains how real world knowledge is used Explains how real world knowledge is used in listening comprehensionin listening comprehension

Concept or meaningConcept or meaning--drivendriven

From meaning to languageFrom meaning to language

Makes use of contextual knowledge, Makes use of contextual knowledge, schemas and scriptsschemas and scripts

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88. . Contextual knowledgeContextual knowledge

The settingThe setting

The participantsThe participants

The goals of the participantsThe goals of the participants

The roles of the participantsThe roles of the participants

Procedures typically employedProcedures typically employed

Expected outcomesExpected outcomes

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99. . Implications for teachingImplications for teaching

Word by word listening not neededWord by word listening not needed

Prediction and guessing key processesPrediction and guessing key processes

Message is sampled to confirm Message is sampled to confirm expectationsexpectations

The basis for normal comprehensionThe basis for normal comprehension

Employs schemas, scripts and discourse Employs schemas, scripts and discourse plansplans

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PrePre--listeninglistening

Set context: Create motivationSet context: Create motivation

1100. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension

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ListeningListening::

Extensive listening (followed by Extensive listening (followed by questions on context, attitude)questions on context, attitude)

PrePre--set task/Preset task/Pre--set questionsset questions

Intensive listeningIntensive listening

Checking answersChecking answers

1111. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension

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PostPost--listeninglistening

Examining functional languageExamining functional language

Inferring vocabulary meaningInferring vocabulary meaning

1111. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension

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1122. . Listening for language learningListening for language learning

Based on the role of noticing in language Based on the role of noticing in language learninglearning

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1133. . Assumptions about the noticing Assumptions about the noticing hypothesishypothesis

Key concepts: input, intake, restructuringKey concepts: input, intake, restructuring

New language will be acquired if it is first New language will be acquired if it is first noticed in the inputnoticed in the input

A bottomA bottom--up approach to listeningup approach to listening

Noticing facilitated by input at the Noticing facilitated by input at the appropriate level of difficultyappropriate level of difficulty

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Identify differences between what they hear and a Identify differences between what they hear and a printed version of the textprinted version of the text

Complete a cloze version of the textComplete a cloze version of the text

Complete sentences stems taken from the textComplete sentences stems taken from the text

1144. . Noticing activities involve returning to Noticing activities involve returning to the listening texts that served as the the listening texts that served as the basis for comprehension activities and basis for comprehension activities and using them as the basis for language using them as the basis for language awarenessawareness

Examples of noticing activities:Examples of noticing activities:

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Check off from a list expressions that occurred in the Check off from a list expressions that occurred in the texttext

Sorting a text from a jumbled version of itSorting a text from a jumbled version of it

Pair dictation (students have different parts of a text Pair dictation (students have different parts of a text and dictate the missing parts to partner)and dictate the missing parts to partner)

1144. . Noticing activities involve returning to Noticing activities involve returning to the listening texts that served as the the listening texts that served as the basis for comprehension activities and basis for comprehension activities and using them as the basis for language using them as the basis for language awarenessawareness

Examples of noticing activities:Examples of noticing activities:

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Highlight features of spoken Highlight features of spoken interaction.interaction.Features are embedded in the Features are embedded in the dialogues.dialogues.TuneTune--In activities focus on In activities focus on recognition.recognition.FollowFollow--up activities provide oral up activities provide oral practice.practice.

15 Noticing activities in Tune15 Noticing activities in Tune--InIn

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in the case of conversational texts, pair in the case of conversational texts, pair reading of the tape scriptsreading of the tape scripts

Written sentenceWritten sentence-- completioncompletion tasks tasks requiring use of expressions and other requiring use of expressions and other linguistic items that occurred in the textslinguistic items that occurred in the texts

1166. . Restructuring activities are oral or Restructuring activities are oral or written tasks that involve productive use written tasks that involve productive use of selected items from the listening textof selected items from the listening text

Examples of restructuring activities:Examples of restructuring activities:

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17. 17. Restructuring activities are oral or Restructuring activities are oral or written tasks that involve productive use written tasks that involve productive use of selected items from the listening textof selected items from the listening text

Examples of restructuring activities:Examples of restructuring activities:

Dialog practice based on dialogs that Dialog practice based on dialogs that incorporate items from the textincorporate items from the text

Role plays in which students are required Role plays in which students are required to use key language from the textsto use key language from the texts

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18. 18. TwoTwo-- part strategy recommended for part strategy recommended for teaching listening when there is a teaching listening when there is a connection between listening and connection between listening and speaking skills in a language course, speaking skills in a language course, involving both listening for involving both listening for comprehension and listening for comprehension and listening for language learninglanguage learning

Phase 1: listening as comprehensionPhase 1: listening as comprehension

Phase 2: listening as language learningPhase 2: listening as language learning

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Thank youThank you

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