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Listening Comprehension

Discourse markers. Visual support. Schemata. Attention. memory. Text type. Listening Comprehension. koryhubbell.blogspot.com/2008/07/big-ears.html. Listening. Rubin’s review, 130 studies, wow! Five factors that affect listening comprehension?? Text type Interlocutor Characteristics

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Listening Comprehension

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  1. Discourse markers Visual support Schemata Attention memory Text type Listening Comprehension koryhubbell.blogspot.com/2008/07/big-ears.html

  2. Listening • Rubin’s review, 130 studies, wow! • Five factors that affect listening comprehension?? • Text type • Interlocutor Characteristics • Task type • Listener Characteristics • Process characteristics • What stood out most to you?

  3. Text type • The LOST effect, p. 204 • events described in chronological order easier than narratives with flashbacks and interruptions. • Visual support, what’s that? • Text supported with audio AND video? • Visuals consistent with speech? • Would this video be easy for students to understand?

  4. Shrum and Glisan • Standards emphasize three modes of communication • Briefly explain the three modes of communication to a partner in the class • Which of these do you think is most important? • Why?

  5. Input Hypothesis • What is input? • Any example of the target language that students come into contact with • Without input there is no output  - Rob A. Martinsen, ph.d. Input LAD output El País, BBC Mundo, La voz de tumaestra Hola, ¿Cómote llamas? No, preferiríaque el presidenteutilizarasupoder de otromodo, porejemplo

  6. Two types of processes • Top down • Bottom up • Which of these is related to the text and which the reader? • Reader/Listener/Viewer • Text, includes written/audio/video

  7. Text type • Why is this video difficult to understand? • Speed • Hard to measure – p. 205 Secules et al. • Why is speed hard to measure? • Sandhi

  8. Text type • Why is this video difficult to understand? • Speed • Hard to measure – p. 205 Secules et al. • Sandhi • Try to pronounce this out loud. What does it say?

  9. Text type • Why is this video difficult to understand? • Speed • Hard to measure – p. 205 Secules et al. • Sandhi • Try to pronounce this out loud. What does it say?

  10. Text type cont. • Two videos • Which one is easier to understand? • Narration is generally easier than newscasts.

  11. Text types and learner background cont. • Why difficult or not? • Topic • Schemata/Background • Baseball study, • Background knowledge trumps IQ • Word order, Grammatical difficulty

  12. Selecting Texts • Things to keep in mind… • Degree of contextual support • Organization • Story like and/or dialogue help • Level of interest and background knowledge • How challenging? • Keep in mindzpd.

  13. Authentic texts = good • Really? • But they can’t read Don Quijote yet. • What should they do? • Edit the Task,not the Text • First year Spanish classWhat kinds of taskscan you ask them to dowith this?

  14. Listener Variables • Attention p. 207 – More is better  • Effective listeners – aware when they stop listening, redirect attention. • Less effective listeners – come to hard parts and stop, but unaware they stop. • Affect, • AneiroDiss. – High Apprehension = Bad listening • Infer causality?

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