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Listening and Reading GERM 5380/ ROML 5395

Listening and Reading GERM 5380/ ROML 5395. September 16, 2010 Manuela Wagner. Listening. What does listening consist of? Perceiving aural stimuli (physiological, ears sensitive, minimal pairs) Attending to aural stimuli (concentration, tune out background noise, filter stimuli)

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Listening and Reading GERM 5380/ ROML 5395

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  1. Listening and ReadingGERM 5380/ ROML 5395 September 16, 2010 Manuela Wagner

  2. Listening • What does listening consist of? • Perceiving aural stimuli (physiological, ears sensitive, minimal pairs) • Attending to aural stimuli (concentration, tune out background noise, filter stimuli) • Assigning meaning to aural stimuli (interpretative act, involves personal, cultural and linguistic matters, also individual subjective act) Wolvin and Coakley (1985)

  3. Is listening active or passive, productive or receptive? • LISTENERS ARE ACTIVE PARTICIPANTS DURING THE COMMUNICATIVE ACT. • LISTENING IS A DYNAMIC PROCESS DRAWING ON A VARIETY OF MENTAL PROCESSES AND KNOWLEDGE SOURCES. (Lee and VanPatten, 2003; p. 195)

  4. Listening as COMMUNICATION • Inference: Speaker 1: My husband left me. Speaker 2: Who is she? The listener is not a bystander but a co-constructor of the discourse. (Lee and VanPatten, 2003; p. 201) What about listening in the classroom?

  5. Listening: collaborative noncollaborative • Modalities: aural aural and visual (telephone, interview, radio, TV News)

  6. Roles of listener • Maintaining discourse • TRP • Global query • Local query • Transitional query

  7. How to develop communicative listening skills • P. 202 Pause to consider • Classroom discussions vs. nonclassroom conversations • Culture (Culture, culture), not divorced from activities, develop cultural sensitivity • Activties

  8. READING • Factors involved in L2 reading literacy in L1 difference in symbol systems How readers contribute to comprehension schema theory (readers bring schemata, persona; knowledge and experience)

  9. SCHEMATA • Constrain • Elaborate • Filter (culturally schematic filter) • Compensate • Organize: formal schemata p. 233 PTC

  10. TEXT FEATURES • Language • Chronological order in narratives • Cause effect relationships in expository texts • Transparent and opaque words • Explicit and implicit definition p. 225 PTC

  11. INTERACTIVE MODELS OF READING • Reader-based factors • Text-based factors • Background knowledge (schemata) • Feature analysis – letter analysis– letter cluster analysis – syntactic knowledge – lexical knowledge – semantic knowledge • Interactive models of reading

  12. Reading is an interactive process. • The process of reading involves “actively constructing meaning among the parts of the text and between the text and personal experience.” (Lee and VanPatten, 2003, p.227) Reading has informational and linguistic outcomes. • Linguistic outcomes: - Incorporate reading into beginning levels

  13. Glossary • Minimal pairs (e.g., ship, sheep – minimal phonemic contrast) • Illocutionary meaning: What we do with language (purpose of utterance) • TRP: Transition relevance places (Sacks, Schegloff, Jefferson 1974) • Gambits: routine formulae (e.g., The way I look at it, Yes? You know…) • Expository text is written by authors to inform, to explain, to describe, to present information or to persuade: ad, autobiography, campaign speech,… • Back-channeling: mhm, request for clarification, sentence completion, head nodding or shaking, brief restatement • Schemata: higher-level complex knowledge structures (Landry, 2002), background knowledge influencing you when reading a text

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