1 / 24

TEACHING LISTENING

TEACHING LISTENING. Ece Zehir Topkaya ÇOMU, ELT Dept. 2010-2011. Outline. Listening as a skill-WHAT? Processing info thru listening-HOW? Background to the teaching of listening How to teach listening. Listening as a skill. A receptive/passsive skill?

ginger
Télécharger la présentation

TEACHING LISTENING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEACHING LISTENING Ece Zehir Topkaya ÇOMU, ELT Dept. 2010-2011

  2. Outline • Listening as a skill-WHAT? • Processing info thru listening-HOW? • Background to the teaching of listening • How to teach listening

  3. Listening as a skill • A receptive/passsive skill? “an active, purposeful process of making sense of what we hear.” (Nunan, 2003: 24)

  4. Foodforthought… • “..the assumption that listeners simply decode message is mistaken” Why? (Buck, 1995 cited in Nunan, 2003)

  5. Becauselisteningprocess… World knowledge World knowledge + create message recreate message Linguistic knowledge Linguistic knowledge

  6. Processinginfothrulistening Top down Bottom up Extensive; Intensive; for general idea fordetails Age? Proficiencylevel? InteractiveProcessing

  7. Bacgroundtoteachinglistening… • A neglectedskill… • Inthelate 1800s-Gouin’sSeriesMethod (actionand oral presentation of lang.) • TheDirectMethod- newteachingpointsshould be introducedorally • The ALM- MIM/MEM- structureswerepresentedorally • The CLT- theemphasis on the role of listeningincreased- inputhypothesis

  8. Howtoteachlistening:Outline • Real life listening • Classroomlistening • Skillsto be developedbythelearners • Steps of teachinglistening

  9. Real life listening Weusually • have a purpose and expectation • hear the lang in short chunks • see the visual and contextual clues • can see the person so what shall we do in thelang. cr?

  10. Have a purpose.. Focusedlistening ( a particular purpose, closely, info.) Task-basedlistening

  11. Classroomlistening (purposes) Listening can be used • Tofocus on lang. systems (i.e. grammar, voc.) • forpractisingpurposes but what do wepracticethen? • Toimprovelearners’ skills of listening****

  12. Skillsto be developedbythelearners • Discriminate between sounds • Recognize words • Identify grammatical groupings of words • Recognize cues, such as stress and intonation • Recognize non-linguistic cues, i.e. gestures. • Identify the general idea • Identify the specific ideas (capturing the gists) • Identifying the implied meaning(s) • Use background knowledge + • general & local factual knowledge and socio-cultural knowledge Then?? What ‘ s ourjob? Designactivitiesforalltheseskills

  13. Whattobringintotheclassroom? • Everything! Variety of tasks, texts, Consider “authenticity”

  14. Authenticity • Taskauthenticity • Simulated • (modeledafter a rela-life; not pedagogical) • Minimal/incidental • (pedagogic; forcheckingunderstanding) • Inputauthenticity • Genuine(original) • Altered(no meaningchange but) • Adapted(createdforreal life but simplified) • Simulated(writtenbytheauthor as ifgenuine) • Minimal/incidental(createdforcr)

  15. Basic steps in teaching listening • Prelistening • While Listening • Postlistening • Follow-up

  16. Prelistening (Themostimpstage) • Review (if necessary) • Preteach (Ifnecessary :What? How to decide what to teach?) • Familiarize sts with the topic • Encouragethemtomakeguesses (prediction) • Arise interest

  17. WhileListening: Listen and do what? • True-false • Answer the qs- (recall, evaluation, deduction, reaction) • Predicting (about causes, effects, outcomes) • Discuss for and against • Write • Match • Continue the dialog • Think (problem solving)

  18. Fill in a table • Complete flow charts • Discriminate (this or this –visual or written) • Compare-(with slightly different reading text) • Place in correct order (sentences, pictures, etc) • Follow directions • Draw • Identify who • Select (a, b or c) • Take notes ( The purposes of some of the tasks are purely pedagogic, they do not simulate real listening)

  19. Postlistening • Feedback • Assessment of the tasks • Assessment of self • Personalization • Extended work onthe listening activities

  20. Follow-up • Additional work

  21. Classroom procedures • Warm-up • Lead in: (trigger) • A general departurepoint How?: A propose, personal experiences, discussion, brainstorming, looking at pictures etc. • Prelistening • Work on grammar, vocabulary; • set thescene, introducethecharacters; • havestsguessthewords, sentences, events, etc.; havests ask questions , etc. • Teachifnecessary

  22. Whilelistening • Set clear tasks Clear instructions-checking instrs etc. • Play the tape or you read or ask a st./ sts. read. • At least3 times (ifyoudon’twantimmediateresponse) • Don’ t forget the pauses? (When ? ) • Inbetweeneachlisteninghavestswork in pairs • GetandgiveFeedback (Summary)???

  23. Postlistening General assessment, Self-assessment Personalisation Extendedwork (summary)??? • Follow-up Additionalwork: grammar, pron., voc, speaking, writing, readingetc. • Wrap-up Summary of thelesson +hw

  24. Do’ s and Don’ ts Remember • Processratherthantheproduct: Thegoal is thelisteningitself • Checktheequipmentbeforehand • Alwayshave a plan B • Clearinstrs • At least 3 times • Pause • Pairwork in betw. eachlistening • Keeptherecordingshort (max. 2 mins) • Don’ t acknowledgetheanswswithwordsorfacialexpressions • Don’ t cheatthem (no surpriseqs) • Don’ t letthemloseheart • Gradethetask not thetape

More Related