Teaching by Principles by Brown Ch. 18 Teaching Listening Teaching by Principles by Brown

Teaching Listening Listening competence is universally “larger” than speaking competence But when we think of foreign language, we first think of speaking

Listening Comprehension in Pedagogical Research Interest in listening in the late 1970s with James Asher’s (1977) work on Total Physical Response In TPR the role of comprehension emphasized before oral production Natural Approach recommended a significant “silent period”

Listening Comprehension in Pedagogical Research The linguistic information ultimately gleaned from the exposure through conscious and subconscious attention, through cognitive strategies of retention, feedback and interaction. Intake retention -> memory subconscious -> automatic ->subsumed in your memory Comprehensible input(conscious/unconscious, cognitive strategies) Intake retention -> memory Subconscious -> Automatic ->subsumed in your memory

Listening Comprehension in Pedagogical Research Rubin(1994) identified five factors influencing processing of aural input. Text, interlocutor, task, listener, and process characteristics (e.g., proficiency, memory, attention, affect, age, gender, schemata, LD, etc.)

An Interactive Model of Listening Comprehension The eight processes 1. “raw speech” 2. Type of speech event 3. Infers the objectives 4. Schemata 5. Assigns a literal meaning

An Interactive Model of Listening Comprehension 6. Assigns an intended meaning: A key to human communication-the ability to match perceived meaning with intended meaning 7. Determines whether information short-term or long-term memory 8. Deletes the form * No sequences implied here

Types of Spoken Language Figure 18.1 Types of oral language Planned monologue: little redundancy and are relatively difficult to comprehend. Unplanned monologue: more redundancy but the presence of more performance variables and other hesitation to help comprehension

Types of Spoken Language Dialogues - promote social relationships (interpersonal) & convey propositional or factual information (transactional) - The familiarity of the interlocutors: produce conversations with more assumptions, implications, & other meanings hidden between the lines

What Makes Listening Difficult? 1. Clustering - need to help sts to pick out manageable clusters of words 2. Redundancy -Rephrasing, repetitions, elaborations, & little insertion of “I mean” and “you know” -Offering more time & extra information 3. Reduced forms -Phonological, morphological, syntactic, or pragmatics

What Makes Listening Difficult? 4. Performance variables -Hesitation, false starts, pauses, & corrections -Everyday casual speech by NSs also commonly contains ungrammatical forms. 5. Colloquial language -Idioms, slang, reduced forms, & shared cultural knowledge are all manifested at some point in conversations

What Makes Listening Difficult? 6. Rate of delivery 7. English: a stress-timed language-stress, rhythm, & intonation (suprasegmental features) 8. Interaction Microskills & Macroskills of Listening-See p. 308

Types of Classroom Listening Performance 1. Reactive 2. Intensive 3. Responsive 4. Selective 5. Extensive 6. Interactive

Principles for Designing Listening Techniques 1. In an interactive, four skills curriculum, Make sure that you don’t overlook the importance of techniques that specifically develop listening comprehension competence. 2. Use techniques that are intrinsically motivating 3.Utilize authentic language & contexts

Principles for Designing Listening Techniques 4. Carefully consider the form of listeners’ responses: doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, conversing 5. Encourage the development of listening strategies 6. Include both bottom-up and top-down listening techniques

Listening Techniques from Beginning to Advance See Table 18.2 Techniques for teaching listening comprehension Assessing Listening-(in/formal) Assessment & Test Assessing types of listening & micro/macroskills (p. 318-9): 1.Intensive tasks 2. responsive tasks 3. Selective tasks 4. Extensive tasks

Phases of skills-based teaching Pre/Before-listening Activity While/During-listening Activity Post/After-listening Activity