Why Second Language Listening is so Difficult to …...Top 5 problems in listening due to word...
Transcript of Why Second Language Listening is so Difficult to …...Top 5 problems in listening due to word...
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Why Second Language Listening is so Difficult to Teach and What to Do about it
Christina Cole TESL Ottawa May 5 2018
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Copyright Christina Cole 2017 . This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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Outline • 10 Reasons L2 listening so difficult • Teaching how to listen vs. testing listening
comprehension • Process-oriented vs product-oriented approach • Importance of Vocabulary • Teaching HOW to listen: Bottom-up & Top-
down processing • Cognitive and Metacognitive strategies • Integrating Listening and Speaking • Using transcripts & visual support • Additional strategies to support listening • Final thoughts
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Ten Reasons Second Language Listening is
so Difficult
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1. Speech is fast and transient. 2. Speech is made up of a stream of sounds not words. 3. Divergence between what words look like in writing and what they sound like in speech 4. Unfamiliar pronunciation of familiar words 5. Can’t predict content
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6. Guessing from context is overrated. 7. Vocabulary often unfamiliar 8. Unfamiliar grammatical structures 9. Redundancy 10. Listening puts a burden on memory & attention.
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Top 5 problems in listening due to word recognition and attention failure
1. Failed to recognize words they knew (in written form)
2.Got stuck thinking about a word and lost rest of input
3.Couldn’t break stream of language into proper chunks
4.Missed beginning of text 5.Concentrated too hard or lost
concentration (Goh, 2000)
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• TEACHING listening comprehension should not be TESTING listening comprehension
• Whether learners get the answer right OR wrong, this gives them NO insight into HOW
to listen nor does it help them learn how to listen better.
• Learners need opportunities to learn the
process of listening : HOW to listen
Problems with the Comprehension Approach
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Alternatives to comprehension questions:
listening response tasks
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Alternative Listening Responses
• Doing : responding in actions, building something
• Choosing: from alternatives, ordering
pictures etc.. • Transferring: drawing a picture, filling in
a map or chart • Extending: providing an ending
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• Condensing: making outlines, taking notes • Duplicating: taking dictation, translating • Modelling: speaking after hearing a model • Speaking: conversing, answering questions,
discussing
Alternative Listening Responses
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Process-oriented Listening vs Product-oriented Listening How are they different?
• Bottom-up listening • Metacognitive approach • Listening as Acquisition
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Three Kinds of Information to Decode Speech
Context
Language Information
Acoustic Information
Liss, T & Reed, M. (2013)
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1. Now I was up in San Francisco ______ __________ago
2. doing _______ book signing
3. Uhm. __________ ______ this guy buying _____ book,
4. and he's _____ _______30s.
5. And I said, "What ____ ________ do?"
6. And ____ ________, "I'm a fireman."
Use language knowledge to fill in these blanks.
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1. Now I was up in San Francisco a while ago
2. doing a book signing
3. Uhm. There was this guy buying a book,
4. and he's in his 30s.
5. And I said, "What do you do?"
6. And he said , "I'm a fireman."
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Listening is different than Reading:
• Lack of permanence • Speed of input: no spaces or pauses
between words • Connected speech includes reductions,
deletions, assimilations, linking, and blending of sounds
• Gestures, body language, back channel
cues help to transmit meaning
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• Speech uses less standard grammar and more colloquial language/slang
• Less fluent, full of redundancies, fillers, false starts, digressions, self-corrections
• Speech units shorter, more pronouns,
vaguer language, more conjunctions • Organization not as linear
Speech is different than Writing:
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How to teach listening: Bottom Up and Top Down
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How to teach Listening: Bottom Up
• Key vocabulary: including colloquial
language, idioms, collocations, variations on parts of speech
• Phonological aspects : sounds, words, phrases,
sentence level • Intonation and stress • Textual schemata • Grammatical structures
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• Most reported problem in listening
comprehension- weak vocabulary knowledge • Vocabulary size (.7) and depth (.65)
significantly correlated with scores on standardized listening comprehension tests
• 5000-7000 word families =95%-96% of conversational listening (Nation, 2006)
• Unrealistic to teach word once and expect
retention – automatic use acquired through frequent encounters (12) & varied contexts
Importance of Vocabulary for Listening
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How to Teach Vocabulary • Pre-teach vocabulary • Aural realization (pronunciation) • Focus on words important to task at
hand • Focus on context & varied context • Use frequency-based word lists • Multiple exposure and recycling: recall
words next day
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• Multiple word forms • Idioms and phrases (cloze) • Common collocations • Elicit associated words: web circle • Play “odd one out”
How to Teach Vocabulary
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Collocations
Classic example
Obvious example
Striking example
Immediate action
Drastic action
Urgent action
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New word checklist 1. What part of speech is it?_______________________
For nouns: Count noun □ Non-count noun □ Singular count noun: a/an/the Plural Count Noun: add ‘s’
For verbs: Transitive: ? □ Intransitive ? □ 2. How do you pronounce it? How many syllables are there in the word? ______ Which syllable gets the primary stress? _____ New word/stress pattern: ______________________/_____ 3. How do you use it in a sentence? _________________________________ 4. Alternate forms: ______________ Reed, M., Michaud, C. (2005).
Sound Concepts: an integrated pronunciation course. N.Y: McGraw-Hill, p. 154
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Phonological aspects: how to understand discrete sounds and words • Discriminate individual sounds (e.g. minimal
pairs) a. Is he leaving? b. Is he living? • Recognize deletions, reduction of weak forms,
contractions • Recognize stressed syllables/words and notice
what happens to unstressed ones & to reduced forms
• Recognize stress patterns and know what stress means
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Native English speakers recognize words based on “pattern of strong and weak syllables. They relied heavily and consistently on the speaker’s syllable stress pattern: Both the number of syllables and the position of strong and weak syllables. ” (Zielinski, 2008)
You asked for this. And they give you this. What happened? • You asked for a cheMISTry book
instead of a CHEMistry book.
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Deletion
“Loss of unstressed medial vowel …following a strongly stressed syllable” Family, vegetable, every, chocolate, interesting, history Loss of /h/ or /th/ in unstressed pronouns/possessive adjective when they are not first word in the sentence He, her, him, his, hers, them “Izibizi?”
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Reduction of weak forms Function words: prepositions, articles, conjunctions, helping verbs, pronouns, possessive adjectives “ difficult to hear in many languages because they are short, unstressed, and contain weak vowels.” (Field, 2008) What was said: She’s from... What was heard: He’s from… What was said: I can’t make it Heard: I can make it What was said: It’s illegal Heard: It’s legal
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What was said: He looked it up
What was heard: He looked up.
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How to segment sound stream using suprasegmentals into recognizable words & phrases
• Linking: C to V; V to V; C to C • Assimilation: “a sound takes on the
characteristics of a neighboring sound “ (Celce-Murcia,2010)
• Formulaic chunks: wanna, gonna, hafta… • Recognize intonation patterns (statements, yes/no
questions, wh-questions) • Stress and intonation • Thought groups
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Linking Consonant to Vowel
Example: stop it Sto pit I need it I nee dit Of a song O vasong Read a book Rea dabook
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Linking Vowel to Vowel When one word ends with a vowel sound and the next word begins with a vowel sound, we link the words with a sort of Y or W sound. It depends on the shape of our mouth at the end of the first word.
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When the first word ends in an a, e, i vowel sound [ eɪ / i: / aɪ ], our lips are wide. Then we insert a Y sound at the beginning of the next word:
Lips wide
We write First
word ends
with
We say
Pay all /eɪ/ payyall
The end /i:/ theyend
Lie on /aɪ/ lieyon
They all buy at
the arcade.
Theyyall buyyat
theyarcade.
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Lips Round
When the first word ends in an ow, uw,a uw vowel sound [ əʊ / u: //aʊ/], our lips are round. Then we insert a W sound at the beginning of the next word:
We write First word ends
with
We say
Go out /əʊ/ gowout
Too often /u:/ toowoften
how is /aʊ/ howwis
You all go out too
often.
youwall gowout
toowoften
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Linking consonant to consonant (blending) Example: best time bestime Good day gooday Sit down sidown Some more somore Consonant blends: Kissme, oncesmore, lastrain, it’slove
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Assimilation Endings -ed ending: /t/, /d/, /id/ -s ending: /z/, /s/, /iz/ Flap: When /t/ is between two vowels or after an /r/ and before a vowel, it sounds like a quick /d/ Water wader put it on pudidon Forget about it Forgedaboudit
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Palatalization: With T or D /t/ + /jə/ = [ʧə] “cha” Get you Got you “Getcha” “Gotcha” /d/ + /jə/ = [ʤə] “ja” Did you ? “Didja” ? Don’t you? Would you? Doncha? Wouldja?
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Did you eat yet? Didya eat yet? Didja eat yet?
Ja eat yet?
Jeetyet?
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Stress pattern In English “the length of an utterance depends not on the number of syllables but rather on the number of stresses.” (Celce-Murcia, 2010) Mice eat cheese The mice eat the cheese The mice have eaten the cheese The mice will have eaten the cheese
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Textual schemata • Chunks of language/Fixed phrases • Macro-markers, discourse markers,
micro-markers • Grammatical forms • Typical and atypical sentence patterns • Idioms
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Fixed phrases and their Stress patterns For the LIFE of me Of ALL things The VAST maJORity AcCORDing to REsearch Deep DOWN Let’s aGREE to disaGREE Of its own acCORD HERE’s the thing
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Macro-markers Signal phrases used to organize the direction of the discourse: • Marking a topic: “What I want to
focus on today….” • Introducing new terms and
concepts: “Let’s turn to the next factor…”
• Explaining terminology and concepts: “When we refer to this, we mean…”
• Summarizing:” So what I’ve been trying to get across is….”
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Micro-markers Ok Then Well All right So Now Right Because Fine
Discourse Markers First By the way Finally As I was saying However Actually Similarly Anyway As a result Here’s the thing In conclusion At the end of the day
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Grammatical structures
• Teach grammatical structures found in audio/video
• Draw attention to lexical bundles/chunks of
language/ collocations/useful phrases • Have learners raise hands when they hear
target grammatical structure • Construct dialogues from one sentence
examples • Brainstorm phrases associated with topic
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Atypical sentence patterns Never have I heard anything like this. Little did Michael suspect that his employee was stealing from him. Under no circumstances should you go out. No sooner had he locked the door than the phone began to ring.
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Activities for Practicing Bottom-up Processes in Listening
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We have ignored activities that “require accurate recognition and recall of
words, syntax and expression” such as “ dictation, cloze exercises, and
identifying differences between a spoken and written text”.
(Richards, 2005)
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• Transcriptions and dictations • Chunking (meaningful chunks and
thought groups) • Phonemic contrasts (minimal
pairs) • Matching sounds or stresses • Cloze activities : use phrases not
just individual words • Dictate reduced forms: students
write full forms • Physical reinforcement: tap out
stresses or rise/fall of intonation
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oO forSAKE neGATE ofFEND oOo aBOLish chaRISma dyNAMics Ooo PRImary VISceral INtrovert oOoo eCONomy deMOcracy , soCIety , ooOo stimuLAtion reveLAtion
Matching Stress Patterns
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Sentence Dictation
• Useful for teaching bottom-up processes • Listen to dictation once with pauses • Listen again with pauses at meaningful
chunks • Listen to check their dictation against
transcript • Teacher reads reduced forms and learners
write full forms.
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How to teach Listening: Top-Down • Pre-listening: Prepare learners by activating
schema (background knowledge) and predicting content
• Provide a focus: identify purpose for listening • Preview any questions – allow learners to
listen for more limited range of information • Brainstorm vocabulary associated with topic
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Cognitive Strategies Make students aware of purpose for listening Be systematic about micro-skills: Listen for main ideas Listen for details Make inferences
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Successful listeners: • Focus • Self-monitor • Predict • Verify & adapt interpretation • Problem-solve to adjust listening • Evaluate their comprehension Poor listeners: listen word by word; reluctant to change incorrect interpretation
Metacognitive Strategies
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Integrating Listening and Speaking
Listening as acquisition
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• Pronunciation practice is vital to listening success. (Brown & Smith, 2007)
• Listening is not always uni-directional but often reciprocal (two-way).
• Spoken activities help learners acquire
language they hear.
Theoretical and Research Rationale for Integrating Listening and Speaking
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Speaking tasks that support listening • Teacher Support • General speaking tasks • Jigsaw • Communicative dictation • Dictogloss • Collaborative Dialogue and
Reconstruction
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• Provide pre-task planning time (to think about how they will perform task) & opportunity for repetition
• Provide pre-speaking support : stems of sentences,
phrases learners may need to successfully complete task • Task repetition/cycles: Change partners so task remains
truly communicative; same language recycled e.g. poster carousel
• Learners must have a goal/target: not just “Discuss” • Task essentialness: learners must use structure teacher
wants them to e.g. Wh-questions or subject-verb inversion
Teacher Support
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• Create oral sentences with new vocabulary • Use new grammar structures (e.g. correct verb
tenses, different types of question formation) • Use new vocabulary/grammar in a discussion • Paraphrase/summarize • Organize ideas for a discussion • Express opinions; Argue a point of view • Respond to and refute an argument
General Speaking Tasks
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• Two-way Information gap or jigsaw • Jigsaw Listening: Students hear different
parts of audio file
• Each participant holds some information • Participants must have same or
convergent goals • Only one possible outcome to task
Jigsaw
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Communicative Dictation
• Find difference between spoken and written texts.
• Individually listeners correct the differences. • Then work together in pairs or groups • Or listen to two versions of same text and work
to construct logical version of events
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• Listen to a passage read at normal speed, take
notes and use these notes to work with a partner to reconstruct the passage as well as they can.
• Combines listening, writing and discussions that
potentially lead to language-related episodes and collaborative dialogue, and thus promotes “noticing” (Schmidt, 1990)
• Less emphasis on precise repetition of teacher’s words as in a dictation. Maintain original meaning of text.
Dictogloss
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Collaborative Dialogue & Reconstruction
• Discuss and resolve gaps in learners’ knowledge • Discovery listening phase: students compare
their texts with original and classify any difficulties according to categories (Wilson, 2003)
• Resulted in higher scores than individual
reconstruction • After dictogloss, students attempted more
complex vocabulary and syntactic structures • Encourages learner autonomy, cooperative
learning and critical thinking
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Using Transcripts and Visual Support
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Ways to Use Transcripts • Highlight sounds or phonological aspects in script • Listen for stressed words & mark them • Predict the stressed words & check while listening • Highlight grammatical forms in script • Match speed and intonation of audio as learners
read the script • Predict where the pauses are; put slashes between
thought groups • Cloze activity- fill in gaps of phrases/chunks
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Using Visual Support
• Multimodality- use of captions/subtitles • Instant feedback: keeps learners on track • Paralinguistic aspects of comprehension :
kinesics (body language and gesture), proxemics (physical distance and touch), prosody (stress, intonation, rhythm)
• Watch out: sometimes visuals do not
match audio
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Additional Strategies to Support Listening
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• Teachers should use Think alouds to model comprehension strategies, generating schemata, making connections, guesses & verifying
• Listen to learners’ think alouds: difficulties offer
insight into listening processes; feedback during listening
• Stop audio and see how learners are responding
Think Alouds
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Final thoughts
• Listening is hard work: learners must listen actively
• Focus on process of listening vs end product • Vandergrift (2006) : larger role for vocabulary in
listening development specifically (50% of listening success)
• Pronunciation knowledge is vital for listening
comprehension
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• Motivation: learners found it difficult to understand texts if they weren’t interested in the topic
• Demonstrate through modelling & think alouds: pausing an effective tool for increasing comprehension
• Balance complexity of text with level
of response required • Listening & speaking go hand-in-hand
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References Brown, Steven (2011). Listening myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press Field J. ( 2009). Listening in the language classroom. Cambridge: Cambridge University Press Flowerdew, J. and Miller L. (2005).Second language listening. Cambridge: Cambridge University press Mendelsohn D. and Rubin, J. Eds. (1995 ). A guide for the teaching of second language listening. San Diego: Dominie Press Newton, I.S.P. and Nation. J. ( 2008). Teaching ESL/EFL listening and speaking. N.Y.: Routledge Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University Press Vandergrift, L and C.M. Goh ( 2012). Teaching and learning in second language listening: metacognition in action. N.Y.: Routledge