taller class 3

7/30/2019 Taller Class 3

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Integrated Media WorkshopListening and Extensive ListeningProf. Luis G. Vera V.

MTESOL

At Arizona State University

Class 3: Listening and Extensive Listening


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the process of understanding speech in a first or second language. The

study of listening comprehension processes in second language learning

focuses on the role of individual linguistic units (e.g. PHONEMES, WORDS,

grammatical structures) as well as the role of the listeners expectations, the situation and context, background knowledge and the topic. It therefore

includes both TOP-DOWN PROCESSING and bottom-up processing.

While traditional approaches to language teaching tended to

underemphasize the importance of teaching listening comprehension, more

recent approaches emphasize the role of listening in building up language

competence and suggest that more attention should be paid to teaching

listening in the initial stages of second or foreign language learning.

Listening comprehension activities typically address a number of listening

functions, including

recognition (focusing on some aspect of the code itself),

orientation (ascertaining essential facts about the text, such as participants,the situation or context, the general topic, the emotional tone, and the genre)

comprehension of main ideas, and

understanding and recall of details.

listening comprehension


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What is Extensive Listening?

EL involves

a) listening to (or being involved in) massive amounts of text

b) text which learners can understand reasonably smoothlyc) high levels of comprehension

d) listening without being constrained by pre-set questions or tasks

e) listening at or below ones comfortable fluent listening ability

EL is NOT ...a) listening for specific information

b) listening for the exact words of a phrase or expression

c) listening for details

d) listening to mimic a text

These are intensive listening exercises aimed at improving specific skills oranswering pre-determined questions.


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Extensive Listening

Helps students to acquire vocabulary and grammar and

become better listeners

Takes place outside the classroom

at students home, cars or MP3 players

How and what to choose what they will listen to


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Extensive Listening material

Audio versions of graded readersCopies of CD and DVD courses

Podcasts (www.bbc.co.uk/radio)

Radio broadcasts are authentic

They may cause some learning problems for students at lower levels

However, students dont actually need to understand everything they listen to.

Students should set themselves a simple listening task, adopt a relaxed

posture and lie down and doodle

Doodle: to draw pictures or patterns while thinking about something

else or when you are bored She'd doodled all over her textbooks

INPUT


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How Extensive listening works effectively with a group or groups of students

Make a collection of appropriate tapes, CDs, podcasts marked for level, topic and genre

Students should be involved in the task of record keeping

Keenest students will want to listen to English audio material outside the classroom, they

will need little encouragement to do so

Other students will need teachers reasons to make use of the resources available

The teacher should:

explain the benefits of listening extensively

Come to some kind of agreement about how much and what of listening these students

should do

Recommend appropriate CDs or podcasts

Get students to talk about the ones they have enjoyed the most


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Extensive listening tasks

Students record their responses to what they have heard in a personal journal

Fill in report forms which teachers have already prepared, to list the topic, assessthe level of difficulty and summarize the contents of a recording

Give students more and more reasons to listen


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Whole Class Listening

(all with the same text)

Individual listening

advantages* Teacher can help all students with the

same things

* Teachers can find out what the generalproblems the class are having

* can check comprehension

disadvantages

* not everyone will benefit equally

* the text may not be interesting to all

* restricted to class time

advantages* can go at their own pace

* can select the material

* can learn out of class

disadvantages

* the teacher does not know what problemsthe learner is having

* teacher cant always ensure that everyoneunderstands

* difficult to assess their reading


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to improve our automaticity in recognizing

spoken text

to enjoy the listening (the aim is not to

study the text intensively)

to practice the listening skill

for knock on effects such as tuning intopronunciation and noticing intonation patterns

Why would we do EL?


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Reading level Advantages Disadvantages

(Very) easy material * builds recognition speed* helps learners chunk* text more likely to be enjoyed

* focused on understanding andinteracting with the text

* may not meet much new language

* some learners may mistakenly dismiss itas not helping

A little difficult * will meet some new language* probably can be enjoyed

* cant build recognition speed much* Need to stop frequently* will be in study mode

Very difficult * there are lots of new things to study * the text may just be noise* they will probably not learn much from

the text* probably will dent confidence

The relationship between ease and possible achievement in EL


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Beginner Intermediate Advanced

EL is not really possible EL is possible EL should be a major aspect oflanguage learning

* Controlled conversation practiceis probably only possible

* Bottom up listening skills* Word building

* Matching sounds and spellings(phonics work can be helpful) soreading while listening is useful

* They should learn the phonemicalphabet (e.g. /a/ /p/ /j/)

* Listening to long graded texts(e.g. graded readers)

* Watching easy movies withsubtitles several times.

* Listening to easy songs

* Free conversation practice(possibly semi-controlled)

* Listening to simplified lectures

* Repeated listenings areimportant

* Watching movies, TV (withsubtitles if necessary)

* Radio* Listening to songs* Lots of natural conversation

Types of EL practice


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Before listening

Students make a list of words they expect to hear (you tell them what the scene willbe in advance).

Listen and check. This can be done as a review as well (did they remember the

words?)

Use the tapes to preview a story play the first chapter (or the end of the story sothey have to listen closely), then read.

Use the tape to predict what will happen (especially those with sound effects)

Give a short summary of the next part of the story. Ask the students to guess and

write the characters words. They listen and check.

If your tape player has a speed control, play it really fast first and they predict.

Some activities


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Copy the pictures from the book (or a chapter) onto one sheet of paper out of order.

Students listen and order them.

After listening to a chapter or section, they fill in a table, diagram, flow chart, map, mindmap, or chart (see below). E.g. the characters and details.

Age / sex Character Other information

Bill

Maria

Chip

While listening


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Or from a factual book e.g. Factfiles or

biographies

When? What happened? Happening Day / date

1978 Born in London They started the company August 1982

1985 The factory opened

1986 etc


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Listen for numbers, e.g. dates, ages, years, months etc.

Make a list and they have to say what they refer to.

Have some students listen to the story and others read it (or a chapter) and theycompare what they heard / read.

Play a short section and they write the next paragraph and then check.

Make a cloze of the text. They listen and fill in

Make different 2 clozes of the same page / event - A and B. Students with A or B

fill in their part and complete it together.

Play certain key sounds and they predict.Students listen and match a picture of the characters and objects that refer to

them (or events etc), or draw lines referring to their relationships.

Copy the text and then white out certain spoken sections. They fill them in.

They put events or characters in order (give a list first if you wish).

In difficult sections of the text, you can do a Dictogloss. Play the tape twice.

Everyone writes down what they can and compare with others to try to recompilethe text. Their aim is to re-tell the story not to get an exact replica.

Young children can physically respond or act out what they hear.


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As revision, can they remember which word used to describe certain characters /

events etc.? Listen and check.

Transcribe the text and change a target item (phrase / word/ character etc._ Listen

back and correct the mistake.

Graded difficulty of task. They can read a text first and then listen and read and then

listen only.

Play the tape back and they check certain key sentences for the exact words. Work

as a class to fill in on the board or competitively as teams.

As a dictation.

If they have only listened, they draw the main characters and then compare with

the book.

They transcribe a section with intonation patterns, stresses, lift and fall tones etc.

Then discuss why they occurred.

After listening


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EL and Reading aloud

For reading aloud Against reading aloud

* gives extra pronunciation / listening

practice

* can bring a dead text to life

* appropriate for poetry and drama

* many students are motivated by oral

reading

* can be used as a pronunciation check of

students

* learners are often used to it

* can be useful for consolidation

* learners can hear how to read out loud

properly

* provides a possible unnatural

pronunciation model if done by non-

natives (or highly proficient non-natives)

*the reader is often so focused on the

articulation that the message is lost, or not

understood at all. You can probably read

the sentence The grifty snolls clappered

rauchingly along the unchoffed trake very

clearly but it doesn't mean you know what

it means.

* learners waiting their turn to read may

be practising their next line and not

listening to others

* it does not allow natural readingstrategies they have to revert to slow

reading of every word

* takes considerable class time

* it only usually exists in very restricted

circumstances in real life

taller class 3

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