英语教学法教程9-Teaching-Listening

Unit9TeachingListening1.Whydoeslisteningseemsodifficultforstudents?2.Whatdowelistentoineverydaylife?3.Whatarethecharacteristicsofthelisteningprocess?4.Whataretheprinciplesandmodelsofteachinglistening?5.Whatarethecommonactivitiesinteachinglistening?9.1Whydoeslisteningseemsodifficult?ImportanceoflisteningOfthetotaltimeanindividualisengagedincommunication,approximately9%isdevotedtowriting,16%toreading,30%tospeaking,and45%tolistening(Rivers&Temperley,1978)==Listeningshouldbegivenmoreattentioninlanguageteaching.9.1.1ProblemsinlisteningGoh(2000)listedsomeproblemsreportedbylearnerswhenlisteningtoanEnglishtext.1.Quicklyforgetwhatisheard.2.Donotrecognizewordstheyknow.3.Understandthewordsbutnottheintendedmessage.4.Neglectthenextpartwhenthinkingaboutmeaning.5.Unabletoformamentalrepresentationfromwordsheard.6.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems.9.1.2ReasonsfordifficultyinlisteningListeningisoftenneglectedinlanguageteachingduetolackofteachingmaterials,lackofequipmentinsomeschools,andlackofreal-lifesituationswherelearnersneedtounderstandspokenEnglish.Eveniflisteningwerenotneglected,Differentspeakersproducethesamesoundsindifferentways(dialects,accents,stresses,rhythms,intonations…);Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;Speechislikelytobedistortedwithbackgroundnoise;…(pp.136-137)9.2Whatdowelistentoineverydaylife?(Ur,1996)LoudspeakerannouncementsRadionewsLesson,lectureConversation,gossipInstructionsWatchingtelevisionWatchingmoviesTelephoneconversationsInterviewShoppingStory-tellingMeetingsNegotiationsTheatershow…9.3Characteristicsofthelisteningprocess(Ur,1996)1.SpontaneityMostofthetimewelistentopeoplespeakingspontaneouslyandinformallywithoutrehearsing.2.ContextIsusuknowntobothLandS,whichhelpspredictwhatwearegoingtohear.3.VisualcluesThevisualcluessuchasfacialexpressions,gesturesandotherbodylanguageaswellasthesurroundingenvironmenthelpusunderstandandpredictwhatwehear.4.Listener’sresponseMostofthelisteningindailylifeallowsLtorespondtoS(interruption,repetitionorclarification).5.Speaker’sadjustmentScanadjustthewayofspeakingaccordingtoL’sreactions.9.4Principlesandmodelsforteachinglistening9.4.1Fourprinciples1.Focusonprocess:listeningisasactiveaskillasspeaking(attending,parsing,decoding,re-encoding,understanding…)2.Combinelisteningwithotherskills:listeningisnotanisolatedskill.Listening+speaking(retelling,interviewing,discussion,answers);listening+writing(note-taking,awritingtask).3.Focusoncomprehensionofmeaning:listeningcomprehension,notmemorychecking.4.Gradedifficultylevelappropriately:3majorfactors–1)typeoflanguageused;2)taskorpurposeinlistening;3)contextinwhichthelisteningoccurs.9.4.2PrinciplesforselectingandusinglisteningactivitiesOxford(1993:210)offered12principles:1.Thelisteningactivitymusthaveareal,communicativepurpose.2.Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeech.3.Pre-listeningtasks(e.g.discussingthetopic,brainstorming,presentingvoc,sharingofrelatedarticles)mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidentifythepurposeoftheactivity.4.Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.5.Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible.6.Theactivitymustoffermanyenvironmentalcluestomeaning.7.Whenpossible,thewholelisteningtextshouldbegiven,andthendividedintopartsthatcanberepeated.8.Attheend,thewholetextshouldbegivenagain,andssshouldhaveopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.9.Theactivityrequireslistenerstorespondinsomemeaningfulfashion,individuallyorinpairs/groups.10.Theactivitymustbefashionedsothatsswithnormalbackgroundknowledgeareabletounderstandthetopic.11.Theactivitymustbetypicalforitsownspeechtype.12.Theclassroomclimatemustbenon-threateningandpositive.9.4.3Modelsoflisteningprocess1.Bottom-upmodelListeningcomprehensionstartswithsoundandmeaningrecognition,thentowords,phrases,andstructures.2.Top-downmodelListeningcomprehensioninvolves“knowledgethatalistenerbringstoatext,sometimescalled‘insidethehead’information”(Hedge,2000:232).Listeningforgistandmakinguseofcontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.InteractivemodelThetwoprocessesaremutuallydependent.Comprehensionis“theresultofintegrationoftheinformationconveyedbythetextwithinformationandconceptsalreadyknownbythelistener.”9.4.4Threeteachingstages1.Pre-listening2.While-listening3.Post-listening9.5Pre-listeningactivitiesThreethingsforteacherstoconsider:1.Howtomotivatessbymakingthetopicrelevantandinteresting?2.Whatknowledgeisalreadyknowntossandhowtoactivateknownknowledgefornewknowledgetobebuiltupon?3.Whatlanguagesupportisneeded?tomotivatess,toactivatetheirpriorknowledge,toteachkeywordsorkeystructures,soastogetssprepared.9.5.1PredictingGoodlistenersaregoodpredictors.Teachersshoulddesignactivitiestohelpsspredictthecontentofwhattheyareabouttohear.E.g.useapicture,somevisualaids;ssread