The typical recent textbook listening task (Field, 1998)

2. The typical recent textbook listening task (Field, 1998) • Pre-listening (for context and motivation) • Extensive listening  questions to establish the situation; • Pre-set questions or pre-set task; • Extensive listening; • Review of questions or task; • Inferring new vocabulary/examination of functional language.

3. The typical recent textbook listening task (Field, 1998) • Success in listening is measured by correct responses to questions or tasks • As opposed to a process model in which teachers would ‘follow up incorrect responses in order to determine where understanding broke down and to put things right.

4. More Bottom-Up than ‘Top-Down’ listening • Concentration on knowledge of the smallest elements of the incoming sound-stream, such as phonemes or individual words, at the expense of wider issues such as general knowledge or experience of the world. • It does not occur in a fixed sequence, but rather, that different types of processing may occur simultaneously, or in any convenient order. • Syntactic knowledge might be used to help identify a word, ideas about the topic of conversation might influence processing of the syntax, or knowledge of the context will help interpret the meaning. (Buck, 2001)

5. Most of the listening activities in the ELT materials follow • Listening for specific information (39/92) • Listen and check (19/92) • Pronunciation practice (13/92) • Cloze (7/92) • Answer questions on the cassette (6/92) • Read text and listen to it (3/92) • Other. (5/92)

6. Listening comprehension activity • (LSI)Extracting factual information from a spoken text. • Listen and check: is related to the first, in that students complete a written task, listen for the correct answers on the audio. • Cloze activities: • Listen and answer activities (written) • Listen to the text being read on the audio while follow it in their books.

7. Rost (1991) Attentive Listening: Intensive Listening Selective Listening Interactive listening

8. White (1998) Perception Skills : recognizing individual sounds, reduced forms, intonation Language skills: identifying individual words and --- Using knowledge of the world: connecting words to non-linguistic features to get clues to meaning, using knowledge of topic Dealing with information: understanding gist meaning, inferring information which is not specifically stated. Interacting with a speaker. Coping with speaker variations such as speed and accent, recognizing speaker intention, identifying speaker mood.

11. Perception Skills • Recognizing individual sounds, • Identifying reduced forms, • Recognizing intonation patterns

12. Textbook reality

13. Attentive Listening Short verbal and non-verbal responses to the speaker in a real-time interaction.

14. Textbook reality

15. Interacting with a speaker • Coping with speaker variations • Speed and accent, • Recognizing speaker intention, • Identifying speaker mood.

16. Textbook reality

17. Interactive listening Working in pairs or small groups with Information gap, Problem-solving type activities.

18. Textbook reality

19. Intensive Listening Focus on particular aspects of the language system to raise awareness of how they affect meaning (tenses, sentence form and types)

20. Textbook reality

21. Language Skills • Identifying individual words • Groups • Building up meanings for them

22. Textbook reality

23. Selective listening The learners concentrate on Specific pieces of information, learning to attend selectively to what they hear.

24. Textbook reality

25. Using knowledge of the World • Connecting words to non-linguistic features to get clues to meaning, using knowledge of topic

26. Textbook reality

27. Dealing with Information • Understanding gist meaning, inferring information which is not specifically stated.

28. Textbook reality

29. 5 categories Attentive Listening + real interaction Intensive listening + Perception skills + Language skills Using knowledge of the world + Dealing with information + Experiential listening Selective listening: Interactive listening

30. Types of Input Reading of teachers, guest speakers, peers Taped ones Authentic ones.

31. Dos for listening • Use Experiential • Visualize the main character • Talk to themselves about the listening • To think of similar situations in their own lives while they listen to an account of the problems of a teenager, • T P R • Homework tasks

32. My listening activities From top to down From meaning to structure From general to personal. Look only  guess the story Listen only  visualize character Guess the ending  use of thinking skills Reflect morale of the story on me. Do language focused activity

33. Homework • Reading 1) Please modify listening activity following suggestions of Rost (1991) or White (1998) or Kang (2005) 2) If you have your own listening activity then revise yours.