BLOQUE II Flashcards
What is the difference between “top-down” and “bottom-up” listening processing?
• Top-down processing uses prior knowledge and context to interpret meaning.
• Bottom-up processing focuses on analyzing individual components like vocabulary, grammar, and sounds to decode meaning.
Why is listening in a second language (L2) more challenging than in a first language (L1)?
L2 listening is harder because learners lack extensive exposure, contextual clues, and familiarity with the language’s sounds, pronunciation, and grammar. They may also miss visual or extralinguistic cues that are common in L1 interactions.
What principles should guide listening instruction in the classroom?
• Focus on listening before speaking to build a strong receptive foundation.
• Create purposeful and meaningful listening tasks.
• Provide exposure to diverse spoken language forms (e.g., accents, registers).
• Use comprehensible input slightly above the learner’s current level (Krashen’s Input Hypothesis).
• Offer varied and contextualized listening materials (e.g., stories, conversations, songs).
What are some effective listening strategies for learners?
Effective strategies include:
• Identifying main ideas for global understanding.
• Extracting specific information, such as times or locations.
• Understanding detailed descriptions.
• Predicting content using context and expectations.
How can teachers ensure listening materials are effective for language learning?
Teachers should use materials that are:
• Varied and engaging (e.g., stories, instructions, songs, adapted films).
• Gradually challenging to align with the learners’ progression (L+1).
• Supported by contextual and visual aids to enhance comprehension.
Why is varied listening input essential in the classroom?
Varied listening input helps learners prepare for real-life situations, which include diverse auditory experiences like conversations, announcements, and media. It ensures they can comprehend different accents, registers, and contexts.
What is the goal of developing listening skills in students?
The goal is to help students become independent in listening, enabling them to reproduce language accurately, understand grammar, and expand their vocabulary.
What is the recommended structure of a listening lesson according to Harmer (2007)?
A listening lesson should follow three stages:
1. Pre-listening: Prepare students with motivation, contextualization, and essential vocabulary.
2. While listening: Conduct tasks focusing on global and detailed comprehension.
3. Post-listening: Encourage reflection, connect the content to experiences, and analyze linguistic features.
What are some examples of activities for the “Pre-listening” stage?
Activities include predicting content, setting the context, generating interest, and pre-teaching vocabulary.
What types of tasks are suitable for the “While Listening” stage?
• Extensive listening: Sequencing stories, following instructions, answering general questions.
• Intensive listening: Sound recognition, gap-filling, finding differences, dictations.
Why is the “Post-listening” stage important, and what does it involve?
learning to students’ experiences and deepens understanding. Activities include discussing the text, reflecting on its content, sharing opinions, and analyzing linguistic elements like vocabulary or verb forms.
What are some common listening difficulties students face?
• Recognizing unfamiliar sounds.
• Feeling the need to understand every word.
• Struggling with immediate comprehension.
• Low motivation due to perceived difficulty.
How can teachers help students overcome listening difficulties?
• Provide context and set clear objectives before listening.
• Pre-teach key vocabulary and explain the task.
• Choose success-oriented tasks to build confidence.
• Allow multiple listens to reinforce understanding.
• Use visual and contextual support to aid comprehension.
Why is selecting graded materials important in listening tasks?
Graded materials match students’ proficiency, age, and interests, ensuring the content is accessible and engaging, which promotes better comprehension and motivation.
What is the main goal of teaching speaking?
The primary goal is to develop communicative efficiency, enabling learners to express themselves fluently and accurately enough to be understood, even if errors occur.
