(1) PDP Framework

1. (1) PDP Framework P = Pre-listening D = During-listening P= Post-listening

2. Pre-listening

3. (1) Pre-listening Purpose Help students prepare for what they are going to hear (which will give them a greater chance of success in any task) Activities Activate schemata (to help predict content) Generate interest in the topic Teach lexical items Set up a reason to listen

4. (1) During-listening Purpose Students interact with the text to improve their listening skills Activities (step-by-step – carefully sequenced and scaffolded) Main idea/Gist (general) Details (specific) Inferences (what is not explicitly stated) Summarize (comprehensive) *Need to do a different task for each repeated listening (x3).

5. (1) Post-listening Purpose Build and expand on what students have learned in the lesson (which includes integrating other language skills and personalizing content) Activities Comprehension questions Vocabulary review Response to content (orally and/or in writing) Extension work or project(s)

6. (2) Role of the teacher Tailor (text must fit class – appropriate topic, level, genre, etc.) Stand-up comedian (best source of input; hold an audience) Sleuth (analyze lesson language before class for comprehension) Engineer (working knowledge of equipment) Spy (observe students while listening) Doctor (expert at diagnosis – things that went wrong) Firefighter (get out of trouble – lesson/listening text is too difficult) Tour guide(point out what’s interesting and ignore what isn’t)

7. (3) Cole and Jakimek (1980) “In mud eels are, in clay none are” Listeners had to report back what they had heard, but proved totally incapable of understanding the sentence. Relevance: Shows that, without a clear context, connected speech often becomes inaccessible.

8. (4-5) Context and Pre-listening Who is speaking and who is listening? Why? What is their relationship? Where are they and what are they trying to achieve? What language are they using (verbal and body) and how are they using it (tone, pitch, accent, volume, speaking style, etc.)? What information will be heard in the listening text (to include length, function – persuading, and structure – monologue)? What is the topic? Familiar or requires special knowledge?

9. (6) Activating schemata Brainstorming (generate ideas > narrow down) Visuals (immediate and evocative) Realia (link classroom to outside world; memories/associations) Texts and words (vital information, motivates us to investigate) Situations (typical/routine – familiarity helps predict/anticipate) Opinions, ideas and facts (broadens and involves)

10. (7) Establishing reasons for listening Make the purpose realistic (task must reflect type of listening text) Make the goal achievable Get the students involved (time, effort, and thought)

11. (8-9) Most motivating task Listen for answers to our own (generated) questions Higher-order questions: Analyze something or personalize the issue (open-ended, produce deep/critical thinking) Lower-order questions: Require basic factual information (usually have just one correct answer) Display questions: Teacher asks for a correct form (rather than for any thought) *Higher-order and lower-order questions help activate schemata.

12. (10) Pre-teaching vocabulary (factors) Time it takes to teach each word Whether the word is worth the effort (key: efficiency – familiar context, pronunciation, do something with it – sentence, personalize) Number of words to be pre-taught (fewer the better)

13. (11) Chang and Read 160 Taiwanese students – Pre-teaching vocabulary isn’t very effective Newly-learned vocabulary is usually not accessible to students during the mid-listening phase (can’t process spoken form of the word and meaning simultaneously > needs to be automatized – several opportunities to process over time) Pre-teaching vocabulary tends to encourage students to focus on the target vocabulary rather than the meaning of the passage as a whole Guessing unknown words is a valuable skill (one that students should practice regularly) *Teachers need to think carefully about which words to pre-teach, how to pre-teach them and whether the meaning of unknown words can be inferred and checked in the post-listening phase).

14. (12) Pre-listening: Things to avoid Don’t let the pre-listening stage drag on (keep short, fast-paced) Don’t give away too much information to the students (introduce the topic; don’t give all the answers) Don’t do a listening before the listening (no teacher monologues; let students do as much speaking as possible) Don’t just talk about the general topic (focus on content of the passage; relevant to what students will hear)

15. While-listening

16. (1) While-listening: Why and help Help students understand the listening passage Provide a focus Allow them to perceive the text’s structure Help them chunk the listening into sections or units of information Provide clues as to how they might respond Keep them concentrating throughout the passage Contribute towards the entertainment factor Have students show evidence of understanding or non-understanding

17. (2) Production vs. Recognition Productive responses Note-taking Writing answers to questions Correcting errors Completing tables, charts, diagrams, sentences Recognition responses Answering multiple-choice and true/false questions Ticking words and phrases that are heard Matching and choosing pictures Wise to remember: Listening is comprehension – not production

18. While-listening tasks Listening for gist Listening for detail Inferring Participating actively Note-taking Dictation Listen and do

19. (3) Listening for gist On their first encounter with a passage in the classroom, students usually listen for gist – the main idea. Before we can develop any discussion of themes, analyze language used, examine features of pronunciation, etc., the students need to have grasped the overall communicative intention of the speaker. This forms the basis and context of all other work that we do on the text.

20. (4) Listening for detail After listening for gist, students usually listen in detail or for specific information

21. (5) Inferring A thinking skill in which we make deductions by going beyond what is actually (explicitly) stated When we infer at a higher level, the situation must demand an inference (i.e. either something latent remains unsaid or there is a hidden truth below the surface of the situation – a gap the listener fills in)

22. (6) Participating actively: How to By listening and responding either verbally or by categorizing aspects of what they hear

23. (7) Note-taking Note-taking promotes a higher level of attention

24. (8) Dictation: Benefits Forces students to be active during and after the task Works well for mixed-ability and large classes Provides access to interesting texts Is a multiskilled activity Is a great way to focus the attention of over-animated students or daydreamers at the back of the class Is very flexible (with numerous variations)

25. (9) Dictation: Common approach

26. (10) Dictation: Built-in danger Students could slip into robot mode – writing down what they hear without actually thinking about the content (i.e. become speech transcription devices)

27. (11) Listen and do: Useful Good for mixed-ability classes as most activities don’t require an oral response – plus the (TPR) commands tend to be very short (requiring the listener to pay attention to just a few words)

28. Post-listening

29. (1) Pre-listening and While-listening Pre-listening prepares students for listening by getting them interested in the topic, activating schemata and working with top-down ideas While-listeningis when students are on-task and engaged in real-time processing of the input (easy to difficult, general to specific – e.g. gist > details > Inferences)

30. (2) Post-listening Pre-listening involves: Checking answers Going into detail by looking at both top-down features (e.g. setting of the passage or information about the speakers) and bottom-up features (e.g. individual words or phrases) Looking at what students found problematic (i.e. do troubleshooting)

31. (3) Troubleshooting Where was there a breakdown in communication? Why? Was it caused by pronunciation? Was it an unknown or unrecognized vocabulary that caused the problem? Was it the speed at which the speaker talked? Was it a problem related to syntax/grammar/structure/order of words? Was it world knowledge?

32. (4) Diagnostic Like good doctors, we offer remedies – strategies, techniques, exposure to grammar, vocabulary and discourse markers, and further listening practice We also find out what the students didn’t struggle with and how they came to their answers (i.e. does their success represent improvement with a particular skill/set of skills or was it a lucky guess?)

33. (5) Long-term goal Ensure a successful process (i.e. intelligent use of top-down and bottom-up information, as well as good strategy use) as much as a successful product (i.e. the correct answer)

34. (6) Post-listening activities Checking and summarizing (assess student understanding of the text) Discussion (opportunities for comments and personalization) Creative responses (involve both writing and speaking) Critical responses (awareness of the speaker’s viewpoint, biases, prejudices) Information exchange (share information – e.g. jigsaw) Problem-solving (listing, sorting, ranking, ordering, solving, etc.) Deconstructing the listening text (play short segments of the text > focus on salient features – e.g. grammar or vocabulary + using transcripts) Reconstructing the listening text (provide fragments of the text > have students put back together – e.g. dictogloss or gap-fill)