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TEACHING LISTENING

TEACHING LISTENING. Ece Zehir Topkaya ÇOMU, ELT Dept. 2010-2011. Outline. Listening as a skill-WHAT? Processing info thru listening-HOW? Background to the teaching of listening How to teach listening. Listening as a skill. A receptive/passsive skill?

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TEACHING LISTENING

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  1. TEACHING LISTENING Ece Zehir Topkaya ÇOMU, ELT Dept. 2010-2011

  2. Outline • Listening as a skill-WHAT? • Processing info thru listening-HOW? • Background to the teaching of listening • How to teach listening

  3. Listening as a skill • A receptive/passsive skill? “an active, purposeful process of making sense of what we hear.” (Nunan, 2003: 24)

  4. Foodforthought… • “..the assumption that listeners simply decode message is mistaken” Why? (Buck, 1995 cited in Nunan, 2003)

  5. Becauselisteningprocess… World knowledge World knowledge + create message recreate message Linguistic knowledge Linguistic knowledge

  6. Processinginfothrulistening Top down Bottom up Extensive; Intensive; for general idea fordetails Age? Proficiencylevel? InteractiveProcessing

  7. Bacgroundtoteachinglistening… • A neglectedskill… • Inthelate 1800s-Gouin’sSeriesMethod (actionand oral presentation of lang.) • TheDirectMethod- newteachingpointsshould be introducedorally • The ALM- MIM/MEM- structureswerepresentedorally • The CLT- theemphasis on the role of listeningincreased- inputhypothesis

  8. Howtoteachlistening:Outline • Real life listening • Classroomlistening • Skillsto be developedbythelearners • Steps of teachinglistening

  9. Real life listening Weusually • have a purpose and expectation • hear the lang in short chunks • see the visual and contextual clues • can see the person so what shall we do in thelang. cr?

  10. Have a purpose.. Focusedlistening ( a particular purpose, closely, info.) Task-basedlistening

  11. Classroomlistening (purposes) Listening can be used • Tofocus on lang. systems (i.e. grammar, voc.) • forpractisingpurposes but what do wepracticethen? • Toimprovelearners’ skills of listening****

  12. Skillsto be developedbythelearners • Discriminate between sounds • Recognize words • Identify grammatical groupings of words • Recognize cues, such as stress and intonation • Recognize non-linguistic cues, i.e. gestures. • Identify the general idea • Identify the specific ideas (capturing the gists) • Identifying the implied meaning(s) • Use background knowledge + • general & local factual knowledge and socio-cultural knowledge Then?? What ‘ s ourjob? Designactivitiesforalltheseskills

  13. Whattobringintotheclassroom? • Everything! Variety of tasks, texts, Consider “authenticity”

  14. Authenticity • Taskauthenticity • Simulated • (modeledafter a rela-life; not pedagogical) • Minimal/incidental • (pedagogic; forcheckingunderstanding) • Inputauthenticity • Genuine(original) • Altered(no meaningchange but) • Adapted(createdforreal life but simplified) • Simulated(writtenbytheauthor as ifgenuine) • Minimal/incidental(createdforcr)

  15. Basic steps in teaching listening • Prelistening • While Listening • Postlistening • Follow-up

  16. Prelistening (Themostimpstage) • Review (if necessary) • Preteach (Ifnecessary :What? How to decide what to teach?) • Familiarize sts with the topic • Encouragethemtomakeguesses (prediction) • Arise interest

  17. WhileListening: Listen and do what? • True-false • Answer the qs- (recall, evaluation, deduction, reaction) • Predicting (about causes, effects, outcomes) • Discuss for and against • Write • Match • Continue the dialog • Think (problem solving)

  18. Fill in a table • Complete flow charts • Discriminate (this or this –visual or written) • Compare-(with slightly different reading text) • Place in correct order (sentences, pictures, etc) • Follow directions • Draw • Identify who • Select (a, b or c) • Take notes ( The purposes of some of the tasks are purely pedagogic, they do not simulate real listening)

  19. Postlistening • Feedback • Assessment of the tasks • Assessment of self • Personalization • Extended work onthe listening activities

  20. Follow-up • Additional work

  21. Classroom procedures • Warm-up • Lead in: (trigger) • A general departurepoint How?: A propose, personal experiences, discussion, brainstorming, looking at pictures etc. • Prelistening • Work on grammar, vocabulary; • set thescene, introducethecharacters; • havestsguessthewords, sentences, events, etc.; havests ask questions , etc. • Teachifnecessary

  22. Whilelistening • Set clear tasks Clear instructions-checking instrs etc. • Play the tape or you read or ask a st./ sts. read. • At least3 times (ifyoudon’twantimmediateresponse) • Don’ t forget the pauses? (When ? ) • Inbetweeneachlisteninghavestswork in pairs • GetandgiveFeedback (Summary)???

  23. Postlistening General assessment, Self-assessment Personalisation Extendedwork (summary)??? • Follow-up Additionalwork: grammar, pron., voc, speaking, writing, readingetc. • Wrap-up Summary of thelesson +hw

  24. Do’ s and Don’ ts Remember • Processratherthantheproduct: Thegoal is thelisteningitself • Checktheequipmentbeforehand • Alwayshave a plan B • Clearinstrs • At least 3 times • Pause • Pairwork in betw. eachlistening • Keeptherecordingshort (max. 2 mins) • Don’ t acknowledgetheanswswithwordsorfacialexpressions • Don’ t cheatthem (no surpriseqs) • Don’ t letthemloseheart • Gradethetask not thetape

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