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Top Down and Botton Up Listening

Najelu dasun ono igajagi yoja Kopi hanjanui yeoyureul aneun pumgyeok inneun yeoja Bami om ya shimjangi bdeugeowojineun yeoja Geureon banjeon inneun yeoja. Top Down and Botton Up Listening. Top Down

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Top Down and Botton Up Listening

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  1. NajeludasunonoigajagiyojaKopi hanjanuiyeoyureulaneunpumgyeokinneunyeojaBamiomyashimjangibdeugeowojineunyeojaGeureonbanjeoninneunyeoja

  2. Top Down and Botton Up Listening Top Down • It focuses on macro-features of discourse such as the speaker's purpose and the discourse topic. Botton Up • Identify sounds or lexical items according to their linguistic function. • Use phonological cues to distinguish between positive and negative sentences or statements and questions.

  3. Reciprocal Listening Non-reciprocal listening Movies https://www.ted.com/ www.esl-lab.com www.listenaminute.com

  4. Listening Practice To involve our students in the listening practice we can: • Give students a degree of choice • Let them bring something of themselves to the task • Let students to bring their background knowledge and experiences to the classroom • Give the students the opportunity to develop a reflective attitude

  5. RAISING STUDENTS AWARENESS OF THE FEATURES OF REAL-WORLD LISTENING INPUT

  6. Somebodytold me you once didsomebusking. Isthatright? http://www.voki.com/php/viewmessage/?chsm=3eeb6e3253ef1e3fd7c7631cbf674414&mId=2238150

  7. Writtentext I wentbusking once in Hong Kong duringthesummerholidays. However, I am notsurewhetheritwaswhile I wasstill at universityorafter I hadjustleft.

  8. TIME CREATING DEVICES • Pause fillers: «um», «urh», «eh» • Transitions: Likewise, Similarly, however, onthecontrary, in addition • Repetitions: internalsummary • Repairconversions (reformulations) • Cut-offs (false starts)

  9. THE USE OF FALICITATION DEVICES • Use of lesscomplexstructures • Ellipses: «yes, I did» • Use of fixed and conventionalphrases • «youknow» • «I mean» • «well» • https://www.youtube.com/watch?v=8GfbZpT9WwA

  10. THE USE OF COMPENSATION DEVICES • Redundancy in natural speechdoesallowthelistenersomeprocessing time. • Repetition • Reformulation • rephrasing

  11. AWARENESS-RAISING EXERCISES • Spokentext / writtentext • Studentswritesemi-scriptedsimulatedauthenticspeeches • Brief notes orflow charts • Role-playsituation • Play stracts of studentstalk • Studentsidentify pause fillers, repetition

  12. The changing face of Listening

  13. Presenting grammar • Presented dialogues about structures (only type of listening practice most learners received). • Effort was place for learners to speak. • In order to follow a conversation, we have to understand what is being said.

  14. Late 1960s • Pre-listening: Pre-teaching of all important new vocabulary in the passage • Listening Extensive listening Intensive listening • Post-listening Analysis of the language in the text. Listen and repeat: teacher pauses the tape, learners repeat words

  15. PRE-LISTENING • CRITICAL WORDS Pre-teaching has been discontinued. Key words = Absolutely indispensable. • PRE-LISTENING ACTIVITIES Brainstorming Vocabulary Reviewing areas of grammar Discussing the topic

  16. LISTENING • THE INTENSIVE/EXTENSIVE DISTINCTION Recording is to be played twice Normalization https://www.youtube.com/watch?v=qz658-9ZOCc https://www.youtube.com/watch?v=Ua7nyAaf3pE • PRESET QUESTIONS W: This coffee is really terrible.M: I couldn't agree more.N: What does the man mean?(A) He would like more coffee.(B) He thinks the woman should complain.(C) He also dislikes the coffee.(D) He thinks the coffee is acceptable.

  17. LISTENING TASKS Labelling, selecting, drawing and form filling. Real Life Reliable way of checking understanding. Individual responses • AUTHENTIC MATERIALS Naturalness of language Real-life listening experience

  18. STRATEGIC LISTENING Listening to a foreign language is a strategic activity. Guess in order to connect: Cautious students Risk takers.

  19. Post-Listening

  20. How well the students have understood what they listened to.

  21. The listen and repeat phase Has been dropped as well, on the argument that it is tantamount to parroting. This is not entirely fair.

  22. The post-listening stage comprises all the exercises which are done after listening to the text.

  23. Post-listening activities allow the learners to ‘reflect’ on the language from the passage.

  24. Activities for Post-Listening

  25. Answering multiple-choice or true/false questions to show comprehension of messages. 

  26. Summarizing 

  27. Debates • Interviews • Discussions

  28. Listen and Fill in the Blanks Work: http://saberingles.com.ar/listening/218.html

  29. http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-1936.phphttp://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-1936.php

  30. Teachers need to prepare learners psychologically for the listening activity.

  31. Bibliography • http://www.ets.org/toefl/pbt/prepare/sample_questions/listening_comprehension_practice_section1

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