The L2 learners have the impression that the native speakers talk to fast.
2.Can you have listening problems if you don´t have a good Englsih level? Explain why
Yes, beacause the skills that the listening requires are not developed already.
3. What do you think about native speakers?
The native speakers doný pay attention in the way they pronounce and sometimes that made their speach less clear for the L2 learners.
4. What are the difficulties a student has a listening activity?
not hear adeately what has been said. Unfamiliarity with the speaker's accent. The listener recognizes that he has been spoken to, but has no idea what the message contained in the speech was. The syntax or semantics of the foreign language.
5. How can we avoid those difficulties?
Undestanding, listener has to be taught of as active one, practice and training, social conversations.
6. Do you think it is important to learn a second language?
You develop your communicative and linguistic skills7. What is the listener as tape-recorder about?
Is when the student reproduce the information but not always understand it
8.What do you understand by listening comprehension?
The learner is able to not only reproduce the information but also he can transform it or make his own opinion about it.
9.What is the problem with the tape-recorder in the comprehension of the message?
Sometimes the learners have problems with the audio because it isn´t clear, the volume isn´t loud enough or the learner isn´t acquainted with the accent of the speakers.
10. What does the mental model listening involve?
The mental model that we build as a representation of a spoken message is the result of combining the new information that we have just heard with our previous knowledge and experience.
11. What do you understand by coherent interpretation?
It is a version of what the listeaning meant.
12. What is the effect listening has on speaking?
When the learner speaks he tries to reproduce what he had alredy heard before.
Summary
1. What makes listening difficult?
1.Clustering: break down speech into smaller groups of words.2.Redundancy: in a conversation notice the rephrasings, repetitions, elaborations, and little insertions of 'I mean' and 'you know'. Such redumdamcy helps the hearer to process meaning by offering more time and extra information.3.Reduced forms: reduction can be phonological, morphological, syntactic or pragmatic.4.Performance variables: in spoken language, except for planned discourse (speeches, lectures, etc.), hesitations, false starts and corrections are common.5. Colloquial language: learners who have been exposed to standard written English and/or 'text-book' language sometimes find it surprising and difficult to deal with colloquial language. Idioms, slang, reduced forms, and shared cultural knowledge are all manifested at some point in conversations.6. Rate of delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.7. Stress, Rhythm, and Intonation: the prosodic features of the English language are very important for comprehension. Because English is a stress-timed language.8. Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
2. Types of classroom listening performance.
1. Reactive: the role of the lsitener as merely a 'tape recorder'.2. Intensive: techniques whose only purpose is to focus on components (phonemes, words, intonation, discourse markers, etc).3. Responsive: consists of short stretches of teacher language designed to elicit immediate responses.4. Selective: scan the material selectively for certain information.5. Extensive: aims to develop top-down knowledge.6. Interactive: include all five of the above types as learners actively participate in discussions, debates, conversations, role-plays, and other pair of group work.
3. Principles for designing listening techniques.
1. In an interactive, four-skills curriculum, make sure that you don't overlook the importance of techniques that specifically develop listening comprehension competence.
Each of the separate skills deserves special focus in appropiate doses.
2. Use techniques that are intrinsically motivating.
Appeal to listeners' personal interests and goals, taking into account the schemata and cultural background(s). Then, once a technique is launched, try to construct it in such a way that students are caught up in the activity and feel self-propelled toward its final objective.
3. Utilize authentic language and cotexts.
The relevance of classroom activity to their long-term communicative goals.
4. Carefully consider the form of listeners' responses.
We can infer that certain things have been comprehended through students' overt (verbal or nonverbal) responses to speech. It is therefore important for teachers to design techniques in such a way that students' responses indicate wether or not their comprehension has been correct.
5. Encourage the development of listening strategies.
Most foreign language students are simply not aware of how to listen. One if your jobs is to equip them with listening strategies that extend beyond the classroom.
6. Include both bottom-up and top-down listening techniques.
Bottom up processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc., to a final 'message'. These techniques typically focus on sounds, words, intonation, grammatical structures, and other components of spoken language.
Top-down processing is evoked from 'a bank prior knowledge and global expectations' and other background information that listener brings to the text. These techniques are more concerned with the activation of schemata, with deriving meaning, with global understanding, and with the interpretation of a text.
LISTENING TECHNIQUES FROM BEGENNING TO
ADVANCED
Bottom-up: this Bottom-up: this processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc, to a final “message”. Techniques tipically focus on sounds, words, intonation, grammatical structures, and other components of spoken language.
Top-down: this processing is evoked from “a bank of prior knowledge and global expectations” and other background information (schemata) that the listener brings to the text. Techniques are more concerned with the activation of schemata, with deriving meaning, with global undestanding, and with the interpretation of a text.
Interactive exercises: The interactive classes integrate the four skills not matter if you focus on the specifics of one skill area.
FOR BEGINNING-LEVEL LISTENERS
Bottom-up exercises
1. Goal: Discriminating between intonation contours in sentences. Listen to a sequence of sentence patterns with either rising or falling intonation. Place a check in column 1 (rising) or column 2 (falling), depending on the pattern you hear.
2. Goal: Discriminating between phonemes. Listen to pairs of words. Some pairs differ in their final consonant, and some pairs are the same. Circle the word “same” or “different” depending on what you hear.
3. Goal: Selective listening for morphological endings. Listen to a series of sentences. Circle “yes” if the verb has an –ed ending, and circle “no” if it does not. Listen to a series of sentences. On your answer sheet, circle the one (of three) verb forms contained in the sentence that you hear.
4. Goal: Selecting details from the text (word recognition). Match a word that you hear with its picture. Listen to a weather report. Look at a list of words and circle the words that you hear. Listen to a sentence that contains clock time. Circle the clock time that you hear, among three choices (5:30, 5:45, 6:15). Listen to an advertisement, select the price of an item, and write the amount on a price tag. Listen to a series of recorded telephone messages from an answering machine. Fill in a chart with the following information from each caller: name, number, time, and message with the following information from each caller: name, number, time, and message.
5. Goal: Listening for normal sentence word order. Listen to a short dialogue and fill in the missing words that have been deleted in partial transcript.
Top-down exercises
6. Goal: Discriminating between emotional reactions. Listen to a sequence of utterances. Place a check in the column that describes the emotional reaction that you hear: interested, happy, surprised, or unhappy.
7. Goal: Getting the gist of a sentence. Listen to a sentence describing a picture and select the correct picture.
8. Goal: Recognize de topic. Listen to a dialogue and decide where the conversation occurred. Circle the correct location among three-multiple-choice items. Listen to a conversation and look at the pictured greeting cards. Decide which of the greeting cards was sent. Write the greeting cards was sent. Write the greeting under the appropriate card. Listen to a conversation and decide what the people are talking about. Choose the picture that shows the topic that shows the topic.
Interactive exercises
9. Goal: Build a semantic network of word associations. Listen to a word and associate all the related words that come to mind.
10. Goal: Recognize a familiar word and relate it to a category. Listen to words from a shopping list and match each word to the store that sells it.
11. Goal: Following directions. Listen to a description of a route and trace it on a map.
FOR INTERMEDIATE LEVEL LISTENERS
Bottom.Up Exercises
12. Goal: Recognizing fast speech forms. Listen to a series of sentences that contain unstressed function words. Circle your choice among three words on the answer sheet- for example: “up”, “a”, “of”.
13. Goal: Finding the stressed syllable. Listen to words of two (or three) syllables. Mark them for word stress and predict the pronunciation of the unstressed syllable.
14. Recognizing words with reduced syllables. Read a list of polysyllabic words and predict which syllabic vowel will be dropped. Listen to the words read in fast speech and confirm your prediction.
15. Recognize words as they are linked in the speech stream. Listen to a series of shot sentences with consonant/vowel linking between words. Mark the linkages on your answer sheet.
16. Goal: recognizing pertinent details in the speech stream. Listen to a short dialogue between a boss and a secretary regarding changes in the daily schedule. Use an appointment calendar. Cross out appointments that are being changed and write in new ones. Listen to announcements of airline arrivals and departures. With a model of an airline information board in front of you, fill in the flight numbers, destinations, gate numbers and departure times. Listen to a series of short dialogues after reading questions that apply to the dialogues. While listening, find the answers to questions about prices, places, names, and numbers. Example: “Where are the shoppers?”, “How much is whole wheat bread?”. Listen to a short telephone conversation between a costumer and a service station manager. Fill in a chart which lists the car repairs that must be done. Check the part of the car that needs repair the reason, and the approximate cost.
Top-Down Exercises.
17. Goal: Analyze discourse structure to suggest effective listening strategies. Listen to six radio commercials with attention to the use of music, repetition of keys words, and number of speakers. Talk about the effect these techniques have on the listeners.
18. Goal: listen to identify the speaker or the topic. Listen to a series of radio commercials. On your answer sheet, choose among four types of sponsors or products and identify the picture that goes with the commercial.
19. Listen to evaluate themes and motives. Listen to a series of radio commercials. On your answers sheet are four possible motives that the companies use to appeal to their customers. Circle all the motives that you feel each commercial promotes; escape from reality, family security, snob appeal, sex appeal.
20. Goal: Finding main ideas and supporting details. Listen to a short conversation between two friends. On your answer sheet are scenes from television programs. Find and write the name of the program and the channel. Decide which speaker watched which program.
21. Goal: Making inferences. Listen to a series of sentences, which may be either statements or questions. After each sentence, answer inferential questions such as “Where might the speaker be?” “How might the speaker be feeling?” “What might the speaker be referring to?”. Listen to a series of sentences. After each sentence, suggest a possible context for the sentence (place, situation, time, participants).
Interactive Exercises.
22. Goal: discriminating between registers of speech and tones of voice. Listen to a series of sentences. On your answer sheet, mark whether the sentence is polite or impolite.
23. Recognize missing grammar markers in colloquial speech. Listen to a series of short questions in which the auxiliary verb and subject have been deleted. Use grammatical knowledge to fill in the missing words; (“Have you ( got some extra?”. Listen to a series of questions with reduced verb auxiliary and subject and identify the missing verb (does it/is it) by checking the form of the main verb. Example: “Zit come with anything else? “Zit arriving on time?”.
24. Goal: Use knowledge of reduced forms to clarify the meaning of an utterance. Listen to a short sentence containing a reduced form. Decide what the sentence means. On your answer sheet, choose the one (of three) alternatives that is the best paraphrase of the sentence you heard. Example: You hear “You can’t be happy with that” You read (a) “Why can’t you be happy?” (b) That will make you happy” (c) “I don’t think you are happy”.
25. Goal: Use context to build listening expectations. Read a short want-ad describing job qualifications from the employment section of a newspaper. Brainstorm additional qualifications that would be important for that type of job.
26. Goal: Listen to confirm your expectations. Listen to short radio advertisements for jobs that are available. Check the job qualifications against your expectations.
27. Goal: Use context to build expectation. Use bottom-up processing to recognize missing words. Compare your predictions to what you actually heard. Read some telephone messages with missing words. Decide what kinds of information are missing so you know what to listen for. Listen to the information and fill in the blanks. Finally, discuss with the class what strategies you used for your predictions.
28. Goal: Use incomplete sensory data and cultural background information to construct a more complete understanding of a text. Listen to one side of a telephone conversation. Decide what the topic of the conversation might be and create title for it. Listen to the beginning of a conversation between two people and answer questions about the number of participants, their ages, gender, and social roles. Guess the time of day, location, temperature, season, and topic. Choose among some statements to guess what might come next.
FOR ADVANCED LEVEL LEARNERS
Bottom-up exercises.
29. Goal: Use Features of Sentence Stress and Volume to identify important information for Note-Taking. Listen to a number of sentences and extract the content words, which are read with greater stress. Write the content words as notes.
30. Goal: Become Aware of Sentence-Level Features in Lecture Text. Listen to a segment of a lecture while reading a transcript of the material. Notice the incomplete sentences, pauses, and verbal fillers.
31. Goal: Become Aware of Organizational Cues in Lecture Text. Look at a lecture transcript and circle all the cue words used to enumerate the main points. Then listen to the lecture segment and note the organizational cues.
33. Goal: Become Aware of Lexical and Suprasegmental Markers for Definitions. Read a list of lexical cues that signal a definition; listen to signals of the speaker’s intent, such as rhetorical questions; listen to special intonation patterns and pause patterns used with appositives. Listen to short lecture segments that contain new terms and their definitions in context. Use knowledge of lexical and intonational cues to identify the definition of the word.
34. Goal: Indentify Specific Points of Information. Read a skeleton outline of a lecture in which the main categories are given but the specific examples are left blank. Listen to the lecture and find the information that belongs in the blanks.
Top-down exercises.
35. Goal: Use the Introduction to the Lecture to predict its focus and direction
Listen to the introductory section of a lecture. Then read a number of topics on your answer sheet and choose the topics that best express what the lecture will discuss.
36. Goal: Use the Lecture Transcript to predict the content of the next section. Read a section of a lecture that describes a statistical trend. While you listen, look at three graphs that show a change over time and select the graph that best illustrates the lecture.
Interactive exercises.
37. Goal: Use Incoming Details to Determine the Accuracy of Predictions about content. Listen to the introductory sentences to predict some of the main ideas you expect to hear in the lecture. Then listen to the lecture. Note whether or not the instructor talks about the points you predicted. If she/he does, note a detail about the point.
38. Goal: Determine the Main Ideas of a Section of a lecture by Analysis of the details in that section. Listen to a section of a lecture and take notes on the important details. Then relate the details to form an understanding of the main point of that section. Choose from a list of possible controlling ideas.
39. Goal: Make inferences by Indentifying ideas on the sentence level that lead evaluative statements. Listen to a statement and take notes on the important words. Indicate what further meaning can be inferred from the statement. Indicate the words in the original statement that serve to cue the inference.
40. Goal: Use the knowledge of the text and the lecture content to fill in missing information. Listen to a lecture segment for its gist. Then listen to a statement from which words have been omitted. Using your knowledge of the text and the general content, fill in the missing information Check your understanding by listening to the entire segment.
41. Goal: Use knowledge of the text and Lecture content to discover the lecturer’s misstatements and to supply the ideas that he meant to say. Listen to a lecture segment that contains an incorrect term. Write the incorrect term and the term that the lecturer should have used. Finally, indicate what clues helped you find the misstatement.
MICROSKILLS OF LISTENING COMPREHENSION
1. Retain chunks of language of different lengths in short-term memory.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize cohesive devices in spoken discourse.
9. Defect sentence constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. recognize cohesive devices in spoken discourse.
12. recognize the communicative function of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help, and signaling comprehension or lack thereof.
READING
Reading: is a process that requires an active participation on the part of the reader, also can help us build new vocabulary.
Models of the reading
- bottom-up: emphazises a part of the reader's , contextual information.
- top- dowm: emphazises what the reader brings to the text.
- interactive reading: recognize the interaction between bottom-up and top down processes.
the process of the reading is about the differents steps in how to do a reading exercise.
Strategies of the reading
efficient reading: the teacher have to decide what is the right material, they have to use the text effectively also improve reading speed.
word attack skills: help students decode and understand unfamiliar words.
reading for plain sense text attack skills:the student have to understand the syntax of the reading also interpreting elliptical expressions.
understanding discourse: is the purpose of the reading it means that the student have to recognizing the text organization, or the presuppositions underlying the text.
Reading subskills
1. recognising words and pharases in English scrip
2. using one's own knowledge of the outside world to make predictions about and interpret a text.
3.retrieving information stated in the passage.
4. distinguishing the main ideas from subsidiary information.
5. deducing the meaning and use of unknown words; ignoring unknown word/pharases that are redundant, i.e; that contribute nothing to interpreting .
6. understanding the meaning and implications of grammatical structures.
7. recognising discourse markers.
8. recognising the function of the sentence- even when not introduced by discourse markers: e.g. example, definition paraphrase.
9. understandinr relations within the sentence and the text.
10. extracting specific information for summary or note taking.
11. skimming to obtain the gist, and recognize the organization for ideas within the text.
12. understanding implied information and attitudes.
13. knowing how to use an indez, a table of contents, etc.
Teaching English through English. Jane Willis. Ed. Longman. 1998, Edinburg pp.192
TESTING TECHNIQUES
OPEN QUESTIONS: can encourage learners to expand on their answers, which requires them to construct longer examples of language.
Characteristics that open questions have:
- they will give you opinions and feelings
- they hand control of the conversation to respondent
- open questions begin with such as: what,why,when , etc.
- they ask the respondent to think and reflect
- · Order by chronological events
- · Logical events
- · By context
FILLING THE GAPS
- Context
- Longer text
- Higher level
MULTIPLE CHOICE
- identify
- Scoring easy
- Rapid and Economical
- Disvantages:
- Cheating is facilitated
- Knowledge
GUESSING WORD MEANING FROM CONTEXT
- Encourage readers to make and test predictions.
- it is very useful
- Focussed mostly on evidende
INFORMATION -TRANSFER TECHNIQUES
Another set of information for testing students understanding of text is the use of information transfer techniques, often associated with figures (as before, this term is used to cover all non-linear material such as chart, tables, illustrations). The information in a text is transferred to a table or diagram (either provided by the teacher, or generated by students). In the process the text becomes reduced and its content is presented in a partly graphic or visual form. Some teachers may recognize this as a graphic outline.The language items are linked with the information structure and the ideas of the text.
- · Understand the main idea
- · Identifying order
- · Recognizing parts of speech
- · Guessing meaning from context
- ·
- hHOW WORDS ARE LEARNED
Reference: Thornbury,Scott. How to teach Vocabulary, Longman, England, 2002, pp.185
· Inferring meaning
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