Teaching Listening Flashcards
listening procedure - pre
- pre-teaching vocab (only critical words)
- establish context - Give Ss a general idea of what they are going to hear (authentic purpose)
- create motivation- Give Ss a purpose for listening(e.g. title on board/ ask Ss to predict what they’re going to hear)
+) brainstorming/ using visuals
listening procedure - while
- Extensive listening - general Qs on context and attitude of speakers
- Intensive listening- pre-set Qs (before the 2nd play)
- checking answers (T allows learners time to write up their answers and then check with the class as a whole)
listening procedure - post
- Drawing attention to functional lg (dialugue 내 에서fuction가르치기 : well-contextualized examples of functions of offering)
- Infering vocab
preset Q 종류
signingposting Qs (누가 언제 어디에서 key points of the text) generating Qs (Ss가 title보고 Qs 만들어보기)
monologue 종류 및 특징
Unplanned : easy to understand. hesitation. more redundancy
Planned: hard to understand. little redundancy
dialogue 종류 및 특징
Interpersonal: for social relationships/ person-oriented
Transactional: to convery factual or propositional information/ message-oriented
Features of spoken lg
- clustering (paused unit)
- reduced forms: contraction, elision (to avoid bookish quality)
- redundancy : opportunity to make meaning clear(repetition, rephrase,elaboration)
- perfomance variables : fillers (I mean, you know, well)/ incomplete grammatical units/ false starts/ corrections/ pause/ hesitation markers (Uhh, Mmm)
- Colloquial lg: idioms, slangs, reduced forms
- prosodic features: stress, rhythm, intonation
Register
The way that lg use varies according to variations in the context.
Ss will develop formality-awareness
Ss will distinguish the differences in register btw the two dialogues
Ss will understand the interpersonal relationships of the speakers in each dialogue
Adventages of authentic speech
- Learners encounter target lg items in a context where they naturally occur.
- Learners experience the lg item with other closely related grammatical and discourse elements.
(naturalness of lg/ real-life listening experience)
Instead of simplifying the lg of the text, simplify the task that is demanded of the Ss
Criteria for selecting authentic materials to use in a listening class
- interesting & relevant topic
- words and structure
- rate of delivery
Bottom up listening
- decode individaul sounds and words
- try to understand the message by interpreting each individual word
- focus on linguistic information more intensively
the recognition of sounds, words,or sentences
Lg items that are avaible within the text itself
Top down listening
- use background kn, the situation, context
- prior kn faciliatates quicker understanding
Infer meaning from contextual clues
Use world kn. schematic kn
Summarize
Confirm or reject the prediction that they have made
schemata 종류
Content schemata: general world kn. Socio-cultural kn. topic kn.
Forma schemata: rhetorical, discourse structure
If T suspects that there are gaps in Ss’ knowledge: schema building activity
Product-oriended listening
Focus on what was understood
Use what Ss comprehended in listening in order to complete another lg activity ( write a report, give a speech ) : Ss try out the lg that they’ve learned-> motiviation ↑
Process-oriented listening
Focus on how the understanding takes place
Metacognitive Instruction:
- enable Ss to increase thier awareness about their listening process
- develop effective skill for self-regualting listening comprehention
-focusing on the process can help Ss to reflect on their learning.
(Planning-monitoring-evaluationg): T should promote the acquisition of metacognitive strategies.
