teaching listening
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TEACHING LISTENING. Ece Zehir Topkaya ÇOMU, ELT Dept. 2010-2011. Outline. Listening as a skill-WHAT? Processing info thru listening-HOW? Background to the teaching of listening How to teach listening. Listening as a skill. A receptive/passsive skill? - PowerPoint PPT PresentationTRANSCRIPT
Ece Zehir TopkayaÇOMU, ELT Dept.
2010-2011
Listening as a skill-WHAT?
Processing info thru listening-HOW?
Background to the teaching of listening
How to teach listening
A receptive/passsive skill?
“an active, purposeful process of making sense of what we hear.”
(Nunan, 2003: 24)
“..the assumption that listeners simply decode message is
mistaken”
Why?
(Buck, 1995 cited in Nunan, 2003)
World knowledge World knowledge + create message recreate message Linguistic knowledge Linguistic knowledge
Top down Bottom up Extensive; Intensive; for general idea for details
Age?Proficiency level?
Interactive Processing
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
Real life listening
Classroom listening◦ Skills to be developed by the learners
Steps of teaching listening
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?
Focused listening( a particular purpose, closely,
info.)
Task-based listening
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****
◦ 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
Everything!
Variety of tasks, texts,
Consider “authenticity”
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)
Prelistening
While Listening
Postlistening
Follow-up
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
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)
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)
Feedback
Assessment of the tasks
Assessment of self
Personalization
Extended work on the listening activities
Additional work
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
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)???
PostlisteningGeneral assessment,Self-assessmentPersonalisationExtended work
(summary)??? Follow-up
Additional work: grammar, pron., voc, speaking, writing, reading etc.
Wrap-upSummary of the lesson +hw
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