Teaching English (5 Macro Skill) Flashcards
IS AN ACTIVE, PURPOSEFUL PROCESS OF MAKING SENSE OF WHAT WE HEAR.
LISTENING
IS RECEPTIVE SKILL.
LISTENING
Misconceptions about Listening
Listening is a passive skill.
Listeners simply decode messages.
Background to the Teaching of Listening
Series method
Audiolingual method
Communicative Language Teaching
Input hypothesis
PRINCIPLES FOR TEACHING LISTENING
(1) Expose students to different ways of processing information.
(2) Expose students to different types of listening.
(3) Teach a variety of tasks.
(4) Consider text difficulty
(5) Teach listening strategies
Top-down
Content Schema
General Knowledge/Life
Experience
Textual Schema
Knowledge of Situational
Routines
Bottom-up
Knowledge of vocabulary
grammar
sounds
(1) Expose students to different ways of processing information.
Top down
Bottom Up
Interactive Processing
(2) Expose students to different types of listening.
Global or gist listening
Listening for specific information
Inference Listening
identifying main ideas, noting sequence of events
Global or gist listening
catching concrete information e.g. names, time, language forms
Listening for specific information
• listening between the lines, higher level skill
Inference Listening
(3) Teach a variety of tasks.
When people are listening in a second or foreign language, they are having to process not only the meaning of what they are listening to but also the language itself.
Just and Carpenter’s capacity hypothesis (1992)
• start right off when students are in the beginning level
Inference Listening
(3) Teach a variety of tasks.
the task itsell makes the listening even more complex, the learners are simply unable to understand, remember, and do what they need to do.
Lynch (1998)
(4) Consider text difficulty.
Speed
(4) Consider text difficulty.
By pausing the spoken input (the tape or the teacher) and allowing some quick intervention and response, we in effect slow down the listening process to allow the listeners to monitor their listening more dosely.
Ross (2002)
(4) Consider text difficulty.
Brown (1995) COGNITIVE LOAD
FACTORS THAT AFFECTS THE EASE OF UNDERSTANDING
- The number of individuals or objects in a text,
- How clearly the individuals or objects are distinct from one another:
- Simple, specific spatial relationships are easier to understand than complex ones;
- The order of events
- The number of inferences needed.
- The information is consistent with what the listener already knows.
FACTORS THAT AFFECTS THE EASE OF UNDERSTANDING according to
Brown (1995) COGNITIVE LOAD
(4) Consider text difficulty (cont).
TASK AUTHENTICITY according to
Brown and Menasche (1993) ASPECTS OF AUTHENTICITY
simulated: modeled after a real-life: nonacademic task such as filling a form
TASK AUTHENTICITY
minimal/incidental: checks understanding. but in a way that isn’t usually done outside of the classroom; numbering pictures to show a sequence of events or identifying the way something is said are examples
TASK AUTHENTICITY
created only for the realm of real life, not for the classroom, but used in language teaching
INPUT AUTHENTICITY (genuine)
no meaning change, but the original is no longer as it was
INPUT AUTHENTICITY ( altered)
