ch.1 challenges and opportunities
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Ch.1 Challenges and Opportunities in Listening Instruction
Presentation: Chaewon Lim
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Listening Comprehension
It is generally recognized that both bottom-up and top-down strategies are necessary.
The bottom-up processing
a process of decoding the sounds that one hears in a linear fashion
The top-down processing
a reconstruction process; the listener actively constructs the original meaning of the speaker using incoming sounds as clues
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Visuwords.com
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Challenges and DilemmasIn L2 listening Instruction
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Introduction: Dilemma I Listening skill = Cinderella skill?
Speaking/ Writing
Listening
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Introduction: Dilemma II
We still tend to test
listening rather than
teach it!!
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The key to solving the problem Metacognition: the act of thinking about
thinking; the ability of learners’ controlling their thoughts and regulating their own learning
Learners are seldom taught how to listen, how to manage the listening input.Pre-listening
- More than Background knowledge!- Learners are just “primed” to listen to a specific piece of text
While-listening
- No guidance on strategic listening
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Listening instruction: overview Text-oriented instruction (Dilemma I & II)
Recognizing and understanding different components of a listening input
Communication-oriented instruction (Dilemma I & II)
Listening in the service of something other than itself
Learner-oriented instruction (Solution)Developing learners’ awareness of the process
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Text-oriented instruction
A heavy emphasis on decoding skills (1950s~1960s)
the accuracy of learners’ comprehension A “quiz show” format (Morley, 1999)
discriminating sounds
taking dictation of the written passage
comprehension questions (multiple-choice)
testing rather than teaching listening
The dominance of the written language
heavy cognitive demands made on working memory
relevant to corpus studies
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Communication-oriented instruction
Complex communicative skills
Taxonomies of listening skills
Munby’s (1978) communicative syllabus design
Richards’ (1983) taxonomyAuthentic listening materialsA variety of classroom interaction/ learner response
“Sleeping partner” in CLT methodology
emphasis on the speaking component
information gap activity
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Learner-oriented Instruction Research on good language learners (GLL)
Instructions on listening strategies Mendelsohn’s socio-cognitive paradigm (1998)
Developing learners’ awareness of the process (O’Malley & Chamot, 1990)
Strategy type Strategy
Metacognitive strategies
Selective attention, Self-monitoring, problem identification
Cognitive strategies Note taking, summarizing, elaboration, inferencing, transfer
Social/affective strategies
Cooperation
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Strategies-based Instruction
Teacher Modeling
Think-aloud (Chamot, 1995)
Demonstration (Field, 1998) Pre-communication activities (Buck, 1995)
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Strategy use in L2 listening Vandergrift and Goh (2012)
Planning Focusing
attention
Contexualization Monitoring
Evaluation Inferencing
Reorganizing Using linguistic and learning
resources
Cooperation Managing emotions
Prediction
Elaboration
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Challenges in the three instructions Text-oriented instruction
Current course textbooks which requires learners’ comprehension-based techniques alone (a “quiz show” mode)
Communication-oriented instructionA focus on the product of listeningA disguised form of testing (Sheerin, 1987)
Learner-oriented instructionIntangible!A lack in a variety of structural support
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Conclusion The intrinsic challenges within the three types
of listening instruction can be addressed by teaching within a metacognitive framework.
No testing any more!! Better learners? Or More effective learners?
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