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

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

3. 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”

4. 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

5. 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.)

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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 ):
1.Intensive tasks responsive tasks
3. Selective tasks 4. Extensive tasks

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