What is Listening “Listening is an active purposeful processing of making sense of what we hear” (Helgesen, 2003-p.24) Also: constructing meaning understanding.

Slides:



Advertisements
Similar presentations
Listening skills: how to untangle the noise and find the message Judy Copage.
Advertisements

Materials for ELT.
Chapter 1 What is listening?
Teaching Listening Zhang Lu.
BUILDING TEACHER SKILLS TO TEACH LISTENING Language Teacher Education Conference Thursday, May 28, 2009 Dr. Joan Rubin Teacher Trainer
Chapter 3 Listening for intermediate level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.
Spoken Communication Skills Developing Listening and Speaking Skills.
New Generation Language Standards (Interpretative-Listening) & 21st Century Technology When: January 18, 2012 Time: 4:30-7:30 p.m. Where: ESC Room 224.
The Basics of Language Acquisition
Using Course books for Language Teaching
Unit 11 Teaching Reading. Teaching objectives  know how and what people read  grasp strategies involved in reading comprehension  know the role of.
Assessing Listening. Problems of Lang. Assessment A problem: performance = competence? In language assessment we intend to assess a person’s competence.
Teaching Listening.
D EVELOPING LISTENING SKILLS. L ISTENING EXPERIENCES Write a list of all the things you listened to in the last 24 hours. For example, watching news on.
TEACHER TRAINING WORKSHOPS Module 1: Methodology Unit 3: “Teaching Listening Comprehension”   © English Highway Language Center 2012.
is a receptive skill can be described as the process of extracting meaning from printed or written material.
Unit 9 Teaching Listening. Teaching objectives  1. know characteristics of the listening process  2. grasp principles for teaching listening  3. know.
Maximizing Pedagogical Effectiveness in Using Video Clips in Language Classroom Rong Yuan Defense Language Institute Chinese LEARN 2009.
GSE M&M WEEK 11.
Chapter 4 Listening for advanced level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.
General Considerations for Implementation
* Discussion: DO YOU AGREE OR DISAGREE WITH THESE STATEMENTS? WHY OR WHY NOT? 1.The difficulty of a text depends mostly on the vocabulary it contains.
Different Types of Learners By Aygun Qasimova and Shani Backstrom.
Focus on the Interpretive Mode: Listening and Reading pre-semester orientation August 2007.
Assessing Listening.
Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.
Unit 13 Integrated Skills. Aims of the Unit -- To understand the reasons of integrating the four skills; --To grasp two ways of integrating the four skills.
Teaching Productive Skills Which ones are they? Writing… and… Speaking They have similarities and Differences.
Yan Wang EDG-602 Course Project April Creating the Environment for Learning Setting Objectives and Providing Feedback Reinforcing Effort and Providing.
Supplementary materials
Second Annual International TESOL Conference Hue, Vietnam
SIOP The Sheltered Instruction Observation Protocol (SIOP)
Backward Design Understanding by Design SAILN Tier III - Summer 2011.
Prepared by Teacher Angel. I. Vocabulary  Kinds of Vocabulary  What does it mean to know a word?  Obstacles in Vocabulary Development  Primary Goals.
How Languages are Learned and Acquired
Teaching Reading Comprehension
Week 2 Lecture 1 Video in ELT 1Week 2 Lecture 3 ICT in ELT.
Module 8 Teaching English Learners
NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CONTENT-BASED.
Movie Guides Would you like to… MOTIVATE STUDENTS USE AUTHENTIC MATERIAL OFFER VARIETY SURPRISE STUDENTS SUPPLEMENT EFL / ESL COURSE HAVE EVERYTHING.
Listening.  The term communication implies a minimum of two people  One to create a meaningful message and one to recreate that message  The listening.
English Literature Course Cho Yu-kyung Kim Hye-Rin
Chapter 6 Acquiring knowledge for L2 use
Listening comprehension is at the core of second language acquisition. Therefore demands a much greater prominence in language teaching.
ENGLISH IMMERSION FOR SECONDARY SCHOOL TEACHERS OF ENGLISH.
Teaching Language in Context1 Class #7: Context Goals for Today Understand schema theory and its usefulness for understanding the importance of context.
Teaching Listening Why does listening seem so difficult?
Listening Skill By Marc Helgesen Lecture # 23. Review of the last lecture Yesterday we had discussion on Principles for Teaching Language Methodology.
Learning Through Failure. Reflect O Take a few moments to write down your answers to the following questions: O What was your reaction to the video? O.
PDP Framework P = Pre-listening D = During-listening P= Post-listening.
CiSELT Module 6.1: EVP. 1. Introduction v a n r t i g o a l t c a i n i n o Vocational training Did you receive training for a job? What job?When? Is.
Mohammad Alipour Islamic Azad University, Ahvaz Branch.
ENGLISH COURSE ENGLISH COURSE DESIGN.  Considering that nowadays everything revolves around globalization and the world is becoming smaller, thanks to.
The typical recent textbook listening task (Field, 1998) Pre-listening (for context and motivation) Extensive listening  questions to establish the situation;
Selection and Use of Supplementary Materials and Activities
Assessing Listening (Listening comprehension has not always drawn the attention of educators. Human beings have a natural tendency.
 Listening is considered to involve the active selecting and interpreting of information coming from auditory clues so that a listener can identify what.
ESA Modle of Teaching 外国语学院 刘丽平. content The natural language acquisition can be difficult to replicate in the classroom,but there are elements which.
1. Chapter Preview Part 1 – Listening in the Classroom  Listening Skills: The Problem and the Goal  Listening Tasks in Class Part 2 – Listening outside.
Chapter 9 Teaching Listening Warming up questions  What are our problems in listening in English?  Do you think listening is very difficult for English.
Developing Reading Skills
Spoken Communication Skills
TEACHING LANGUAGE SKILLS: Teaching listening
NEEDS ANALYSIS.
An Overview Of Vision 1 Summer 1395.
Language skills Four skills – L,S,R,W Receptive skills
A Guide to Reading Comprehension Strategies
Teaching Listening LLT 307!.
Real-life Listening and Its Implication in the Teaching of Listening
Presentation transcript:

What is Listening “Listening is an active purposeful processing of making sense of what we hear” (Helgesen, 2003-p.24) Also: constructing meaning understanding speech active process of selecting and interpreting information

 The situation and context  Background knowledge  Topic  Auditory and visual cues

Audio InputListeningHearingWhen can L be H? Alarm Weather Report Gun shot Thunder Breaking News Lecture Directions

Listening to a Shakespeare play we put an effort into trying to understand what is going on and we can understand most of the dialect; however, we are unable to reproduce the dialect in our own conversation.

Making Sense of What We Hear

Content Schema  Knowledge about the topic  Knowledge gained from life experiences  Cultural Knowledge Textual Schema  Knowledge of language and content used in a particular situation.  The need to consider context and register.

1) A. It’s a doggy doggy world. B. It’s a dog eat dog world. 2) A. It’s a blessing in disguise. B. It’s a blessing in the skies.

To achieve a balance of Top-down processing and Bottom-up processing. Activate Schemata Move toward Interactive Processing

 Not real world –In the real world we have a reason to listen  *Therefore listening tasks should be meaningful  Not understanding vs. forgetting while doing the listening comprehension questions  Global Listening – Listen for gist  Listening for Specific Information  Listening for Inferences

 Keep the task simple  Choosing specific info after anticipation exercise is easier than listening for a lot of info  Since listening is a receptive skill learners responses should not be overly complicated  Keep it meaningful  Comprehensible input

 Looking at pictures allows Ss to activate their schemata (comprehensible input)  Doing pair work with pictures encourages interaction  Builds background knowledge through sharing of ideas

The best post-listening should be preparation for the next lesson because it will: Build background knowledge (Content Schema) Build vocabulary (Textual Schema) Establish Continuity Keep It Meaningful

 

1.How does teaching listening to children differ from teaching listening to adults? 2)What considerations does a teacher need to make when choosing videos or other authentic texts from the internet? 3) How might listening activities differ in a multiskills course? (Which skills first?) 4) What advantages might there be to teaching listening in a content-based course?