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Raising Students’ Awareness of the Features of Real-World Listening Input

. Raising Students’ Awareness of the Features of Real-World Listening Input İmren Işık. .

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Raising Students’ Awareness of the Features of Real-World Listening Input

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  1. . Raising Students’ Awareness of the Features of Real-World Listening Input İmren Işık

  2. . Do you think that learners encounter more difficulties in listening and speaking than in reading and writing? Why or why not ? What are your personal experiences as a learner?

  3. . Here are the two main reasons of challenges (Wendy Y.K.Lam): • Much emphasis is laid on the written text in the teaching syllabus. • The symbiotic relationship between listening and speaking practices is often overlooked.

  4. Features of Real-World Listening Input • The Use of Time-Creating Devices (Pausefillers) • The Use of Facilitiation Devices a. Thelesscomplexstructures, likeellipses b. Thefixedandconventionalphrases, likespeechformulas (memorizedsequencesandlexicalizedsentencestems) • The Use of Compensation Devices (repetition, reformulationandrephrasing)

  5. PedagogicalImplications • The EFL learner should be aware of the locations and functions of time creating, facilitation and compensation devices in running speech so as to process the speech during listening. • Teachers should alert their students to these devices so that they will not expect to hear uninterrupted, perfect flow of speech.

  6. ClassroomImplementation • AwarenessRaisingExercises • SkillsEnablingExercises

  7. AwarenessRaisingExercises A “ Somebodytoldmeyouoncedidsomethingbusking. Is thatright?” “Oh, yeah. Um, yes. I mean, it is I did. I wentbuskingwhat? Justafteruniversity, orwas it while I was at university? But anyway in thesummeronce in Hong Kong.” B “ I wentbuskingonce in Hong Kong duringthesummerholidays. However, I am not sure whether it waswhile I wasstill at university, orafter I had justleft.”

  8. SkillsEnablingExercises • Helpstudentsidentify time saving, facilitiationandcompensationdevicesby : a. Helpingthemproducetheirownlisteningmaterials (teachinghowtowrite semi-scriptedsimulatedauthenticspeechesbyusingbriefnotesorflow-chartsor role-playing.) b. Havestudentsproducetheirownauthenticspeech (bypreparing a number of topicsfordiscussion.) c. Record their speeches in order to analyze pause fillers, formulaic expressions, repetitions, ellipsesetc.

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