unit-9-Teaching-Listening

Unit9TeachingListeningOutline1.ListeningproblemsandEnglishsituations2.Thecharacteristicsofthelisteningprocess3.Theprinciplesandmodelsofteachinglistening4.ThecommonactivitiesinteachingEnglishITheimportanceofteachinglisteningListeningisoneofthefourbasicskillsofalanguage.ListeningisbecomingmoreandmorenecessarytounderstandspokenEnglishinmanysituations:face-to-faceconversationstelephonecallsbusinessmeetingsLecturesSpeechestelevisionTask1DifficultiesencounteredReasonswhyitisdifficultDifficultiesencounteredCannothearthewordscanhearbutcannotunderstandQuicklyforgetwhatisheard.NeglectthenextpartwhenthinkingaboutmeaningUnabletoformamentalrepresentationfromwordsheard.DonotunderstandsubsequentpartsofinputbecauseofearlierproblemsReasonswhyitisdifficultDifferentspeakersproducethesamesoundsindifferentways.(dialectsandaccents,stresses,rhythms,intonations,mispronunciations)Thespeedoftheinputofspokenmaterialcannotbecontrolled;Spokenmaterialisoftenheardonlyonce.Andthelistenercannotpausethespeakertoworkoutthemeaning.BackgroundnoiseDoothertasks,suchasnote-taking,writingdowndirectionsormessagesfromtelephonecalls.ReasonswhyitisdifficultListenerNeglectit’simportancedistractedPoorvocabularyLackofpracticeSpeakerSpeakingwaysspeedvolumeListeningmaterialUnfamiliartopics&wordsBackgroundinformationlength2.Whatdowelistentoineverydaylife?Task3:SituationswhereChinesepeoplemayneedtolistentoEnglish:(P138)3.Characteristicsofthelisteningprocess(P139)SpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustment2)ContextThecontextoflisteningisusuallyknowninreallife.Thesituationusuallyhelpsuspredictwhatwearegoingtohear.1)SpontaneityWeoftenlistentopeoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingtosayaheadoftime.3)VisualClueWhilelistening,thespeakers’facialexpressions,gesturesandotherbodylanguagewillprovideusvisualclueswhichcanhelpusunderstandandpredictwhatwehear.4)Listener’sresponseMostofthelisteningallowsthelistenertorespondsthespeaker,whethertheyunderstandornot.5)Speaker’sadjustmentThespeakercanadjustthewayofspeakingaccordingtothelistener’sreactions.Principlesforteachinglistening1.Focusonprocess2.Combinelisteningwithotherskills3.Focusonthecomprehensionofmeaning4.Gradedifficultylevelappropriately1)typeoflanguageused2)taskorpurposeinlistening3)contextinwhichthelisteningoccursTask5(p.140)Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Theactivitiesmusthaveareal,communicativepurpose.Theactivitiesmustuseauthenticlanguagenormallyusedineverydaylife.Pre-reading-tasksmustbeusedtostimulatetheappropriatebackgroundknowledge&helpSsidentifythepurposeofthelisteningactivity.Thecontentispersonallyinterestingandmotivating.Thespeakermustbevisiblewheneverpossible.Theactivitiesmustoffermanyenvironmentalcluestomeaning.Thewholetextshouldbegiven,andthendividedintopartsthatcanberepeated.Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Attheend,thetextshouldbegivenagain,andtheSsshouldhavetheopportunitytodiscusstheirhypothesesandsoon.Theactivitiesmustrequirelistenerstorespondinsomemeaningfulfashion.Theactivitiesmustbefashionedforlistenerswithnormalknowledgetobeabletounderstandthetopic.Thetextmustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifany.4.TheNatureoftheListeningProcessandtheListeningClasstop-downandbottom-upprocessingoperatesimultaneouslyinthelisteningprocess(Anderson&Lynch,1988;)----Interactivemodela.Thebottom-upprocesslisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetextsphonemicunitsaredecodedandlinkedtogethertoformwords,wordsarelinkedtogethertoformphrases,phrasesarelinkedtogethertoformutterances,andutterancesarelinkedtogethertoformcompletemeaningfultextsb.Thetop-downprocessthelisteneractivelyconstructstheoriginalmeaningofthespeakerthelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehearstopbottom5.ListeningStrategiesListeningstrategiesaretechniquesoractivitiesthatcontributedirectlytothecomprehensionandrecalloflisteninginput.Top-downstrategiesarelistenerbased;thelistenertapsintobackgroundknowledgeofthetopic,thesituationorcontext,thetypeoftext,andthelanguage.listeningforthemainideapredictingdrawinginferencessummarizingBottom-upstrategiesaretextbased;thelistenerreliesonthelanguageinthemessage,thatis,thecombinationofsounds,words,andgrammarthatcreatesmeaning.Bottom-upstrategiesincludelisteningforspecificdetailsrecognizingcognatesrecognizingword-orderpatterns6.ClassroomModelofTeachingListeningPre-listeningactivitiesWhile-listeningactivitiesAfter-listeningactivities•Pre-listening:Helpstudentspreparetolisten;•While-listening:•Guideandhelpstudentstocomprehendthetext.•Post-listeninghelpthemtointegratewhattheylearnedfromthetextintoexistingknowledgeThreeteachingstages•Lookatsomepicturesbeforelisteningtothepassage.•Readth