TEACHING LISTENING
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Transcript of TEACHING LISTENING
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Ece Zehir TopkayaÇOMU, ELT Dept.
2010-2011
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Listening as a skill-WHAT?
Processing info thru listening-HOW?
Background to the teaching of listening
How to teach listening
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A receptive/passsive skill?
“an active, purposeful process of making sense of what we hear.”
(Nunan, 2003: 24)
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“..the assumption that listeners simply decode message is
mistaken”
Why?
(Buck, 1995 cited in Nunan, 2003)
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World knowledge World knowledge + create message recreate message Linguistic knowledge Linguistic knowledge
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Top down Bottom up Extensive; Intensive; for general idea for details
Age?Proficiency level?
Interactive Processing
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A neglected skill… In the late 1800s-Gouin’s Series Method
(action and oral presentation of lang.)
The Direct Method- new teaching points should be introduced orally
The ALM- MIM/MEM- structures were presented orally
The CLT- the emphasis on the role of listening increased- input hypothesis
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Real life listening
Classroom listening◦ Skills to be developed by the learners
Steps of teaching listening
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We usually
have a purpose and expectation
hear the lang in short chunks
see the visual and contextual clues
can see the person
so what shall we do in the lang. cr?
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Focused listening( a particular purpose, closely,
info.)
Task-based listening
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Listening can be used To focus on lang. systems (i.e. grammar,
voc.)
for practising purposes but what do we practice then?
To improve learners’ skills of
listening****
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◦ Discriminate between sounds◦ Recognize words◦ Identify grammatical groupings of words◦ Recognize cues, such as stress and intonation◦ Recognize non-linguistic cues, i.e. gestures.◦ Identify the general idea◦ Identify the specific ideas (capturing the gists)◦ Identifying the implied meaning(s)◦ Use background knowledge
+ general & local factual knowledge and socio-cultural
knowledge Then?? What ‘ s our job?
Design activities for all these skills
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Everything!
Variety of tasks, texts,
Consider “authenticity”
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Task authenticity◦ Simulated
(modeled after a rela-life; not pedagogical)
◦ Minimal/incidental (pedagogic; for checking understanding)
Input authenticity◦ Genuine (original)◦ Altered (no meaning change but)◦ Adapted (created for real life but simplified)◦ Simulated (written by the author as if genuine)◦ Minimal/incidental (created for cr)
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Prelistening
While Listening
Postlistening
Follow-up
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Review (if necessary)
Preteach (If necessary :What? How to decide what to teach?)
Familiarize sts with the topic
Encourage them to make guesses (prediction)
Arise interest
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True-false Answer the qs- (recall, evaluation,
deduction, reaction) Predicting (about causes, effects,
outcomes) Discuss for and against Write Match Continue the dialog Think (problem solving)
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Fill in a table Complete flow charts Discriminate (this or this –visual or written) Compare-(with slightly different reading
text) Place in correct order (sentences, pictures,
etc) Follow directions Draw Identify who Select (a, b or c) Take notes
( The purposes of some of the tasks are purely pedagogic, they do not simulate real listening)
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Feedback
Assessment of the tasks
Assessment of self
Personalization
Extended work on the listening activities
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Additional work
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Warm-up
Lead in: (trigger) A general departure point How?: A propose, personal experiences, discussion,
brainstorming, looking at pictures etc. Prelistening
Work on grammar, vocabulary; set the scene, introduce the characters; have sts guess the words, sentences, events,
etc.; have sts ask questions , etc. Teach if necessary
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While listening
Set clear tasksClear instructions-checking instrs etc.
Play the tape or you read or ask a st./ sts. read.
At least 3 times (if you don’t want immediate response)
Don’ t forget the pauses? (When ? )
In between each listening have sts work in pairs
Get and give Feedback
(Summary)???
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PostlisteningGeneral assessment,Self-assessmentPersonalisationExtended work
(summary)??? Follow-up
Additional work: grammar, pron., voc, speaking, writing, reading etc.
Wrap-upSummary of the lesson +hw
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Remember
Process rather than the product: The goal is the listening itself
Check the equipment beforehand Always have a plan B Clear instrs At least 3 times Pause Pair work in betw. each listening Keep the recording short (max. 2 mins) Don’ t acknowledge the answs with words or facial
expressions Don’ t cheat them (no surprise qs) Don’ t let them lose heart Grade the task not the tape