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Language Skills- Listening

Language Skills- Listening. Student ID: 9710002M Susan 9710004M Jeffrey 9710010M Joyce. Outline.

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Language Skills- Listening

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  1. Language Skills- Listening Student ID: 9710002M Susan 9710004M Jeffrey 9710010M Joyce

  2. Outline • Aural Comprehension Instruction: Principles and Practices•Tracing The History: Listening and Language Learning•Some Psychosocial Dimensions of Language and The Listening Act•Affect and Attitudes•Developing Listening Comprehension Activities and Materials • Skills and Strategies for Proficient Listening• Introduction: The Importance of Listening in Language Learning• Theories of Language Comprehension• A Developmental View of Listening Skills • Conclusion

  3. Aural Comprehension Introduction In retrospect, the four themes that dominated the Second AILA (International Association of Applied linguistics). Conference in 1969 seems to have been prophetic in pointing the way toward trends in second/ foreign language education.

  4. The important of four new views • Individual new views on the importance of learning • Listening and reading as nonpassive and very complex receptive processes • Listening comprehension’s being recognized as a fundamental skill • Real language used for real communication as a viable classroom model

  5. In 1970- Listening status changed from neglect to one of increasing importance. • In 1980- Listening was incorporated into new instructional frameworks. • In 1990- Aural comprehension in S/FL acquisition became an important area of study

  6. The Importance of Listening in Language Learning • In reality, listening is used far more than any other single language skill in normal daily life.

  7. Four Models of Listening and Language Model # 1 Listening and Repeating Learner Goal - Pattern-match, to listen, to imitate, and to memorize.

  8. Instructional material-based on a hearing and pattern matching model • Procedure-Firstly,ask student to listen to a word, phrase, or sentence pattern. • Secondly,repeat it (imitate it). Finally, memorize it. • Value-Enables students to do pattern drills, to repeat dialogues and to use memorization.

  9. Model # 2 Listening and Answering Comprehension Questions Learner Goal- To process discrete- point information, to listen and answer comprehension questions.

  10. Instructional material- Features a student response pattern based on a listening- question-answering model with occasional innovative variations on this theme.

  11. Procedure-Firstly, listen to an oral text along a continuum from sentence length to lecture length. Secondly, answer primarily factual questions. • Value- Enables students to manipulate discrete pieces of information, hopefully with increasing speed and accuracy of recall.

  12. Model # 3 Task Listening • Learner Goals-To listen and do something with the information, that is, carry out real tasks using the information received.

  13. Procedure- Ask student to listen and process information. Using orally transmitted language input immediately, through language in a context, then the task is successfully performed.

  14. Value- The purpose is to engage learners in using the information content presented in the spoken discourse, not just in answering questions about it. There are two types of task as follows-

  15. Language use tasks - designed to give students’ practice in listening to get meaning from the input with the express purpose of making functional use of it immediately. • Language analysis task- Guiding them toward personal intellectual involvement in their own learning.

  16. Model # 4 Interactive Listening • Learner goal - To develop aural/oral skills in semiformal interactive academic communication.

  17. Instructional material - Provides a variety of student presentation and discussion activities, by both individual and small-group reports. Procedure - Ask students’ to participate in discussion activities that enable them to develop all three phrases of the speech act; speech decoding, critical thinking, and speech encoding.

  18. Value- Learners have opportunities to engage in and develop the complex array of communicative skills in the four competency areas (linguistic competence, discourse competence, sociolinguistic competence, and strategic competence).

  19. Some Psychosocial dimensions of Language and the Listening Act The Dynamic Process of Communicative Listening Active, not Passive

  20. Listening in Three Modes: Bidirectional, Unindirectional, and Auto directional

  21. Bidirectional-The obvious mode is two-way or bidirectional communicative listening. Two participants take turns exchanging speaker role and listener role as they engage in face to face or telephone verbal interaction.

  22. Unidirectional Listening Mode- The input comes from a variety of sources such as; overheard conversations, public address announcements, recorded messages, the media, and public performances.

  23. Auto directional Listening Mode - Think as Self-dialogue communication. Sometimes we simply attend to our own internal language which we produce as we think through alternatives, plan strategies, and make decisions - all by talking to ourselves and listening to ourselves.

  24. Psychosocial Functions of Listening: Transactional Listening and Interactional Listening

  25. Translation language Function- Used for giving instructions, explaining, describing, relation checking on the correctness, requesting, relating, checking on the correctness of details and verifying understanding.

  26. Interactional Language Function- Is “social-type” talk. Identifying with the other person’s concerns, being nice to the other person, and maintain and respecting “face.”

  27. Psychological processes- Bottom-Up and Top Down

  28. Bottom-up Processing Goal- Discriminate between intonation contours in sentences. Discriminate between phonemes. Listen for morphological endings. Recognize syllable pattern, number of syllables and word stress. Be aware of sentence fillers in informal speech. Select details from the text

  29. Top-Down processing Goal - Discriminate between emotional reactions. Get the gist or main idea of a passage. Recognize the topic

  30. Affect and Attitudes In developing activities and materials for listening instruction, it is essential to consider the affective domain, which includes attitudes, emotions, and feelings.

  31. Linguistic Messages (the words) Meanings begin in people, but sometimes meanings don’t come across clearly, and we hear speakers protest, “but that’s not what I meant.”

  32. Paralinguistic Messages (vocally transmitted meaning) The very way the voice is used in speaking transmits meaning, and the speaker’s attitude toward that he/she is saying is transmitted by vocal features. Vocal elements basic stress, rhythm, and intonation.

  33. Extralinguistic Messages (meaning transmitted through body language) Speakers also convey meaning through body language. Element includes body movements, body postures, body and hand gestures, facial expressions, facial gestures, eye contact, and use of space by the communicators.

  34. Intellectual, Emotional, and Moral Attitudes An important part of communication is the expression and comprehension of attitudes.

  35. Intellectual - These include expression and comprehension of agreement/disagreement; confirming/denying; forgetting/remembering; possibility/impossibility; and more.

  36. Emotional Attitudes -includes expressing pleasure/displeasure; interest/lack of interest; surprise; hope; fear; worry; satisfaction/dissatisfaction; wants/desire, and more.

  37. Moral Attitudes Moral attitudes are expressed in the language of apologizing; expressing; approval/disapproval; appreciation; and more.

  38. Developing Listening Comprehension Activities and Materials Information Processing- listening comprehension is an act of information processing.

  39. Linguistic Functions - The real world spoken communication can be viewed as serving two linguistic functions: interactional and transactional. • Dimensions of Cognitive Processing - In the final section, there are some suggestions for creating a self-access, self-study listening center.

  40. There are three principles of materials development. It includes- Relevance, Transferability/Applicability, and Task Orientation.

  41. Relevance- Both the listening lesson content (the information) and the outcome (the nature of the use the information) need to be as relevant as possible to the learner.

  42. Transferability/Applicability Foster transfer of training, the best listening lessons presented in class activities that mirror real life.

  43. Task Orientation Language Use Tasks The purpose is to give students practice in listening for information and then immediately doing something with it. The outcome of communicative such as; Listening and performing (command games and songs), Listening and performing operation (listening and constructing a figure, drawing a map).

  44. Listening and solving problem (riddles, logic puzzles, chronological problem). Listening and transcribing (writing notes, taking telephone messages). Listening summarizing information (outlining giving the gist of a message). Interactive listening and negotiating of meaning through questioning/answering routines (questions for repetition of information, questions for elaboration). Language analysis Task.

  45. Listening and language use tasks help students to build the following two things- • A Base of content Experiences To develop learner vocabulary, build a repertoire of more experiences acts, and increase predictive power for future communicative situations.

  46. A Base of Operational Experiences This will help learners to acquire a repertoire of familiar information-handling operation in the second language.

  47. Language Analysis Tasks To give students opportunities to analyze selected aspects language structure and language use. There are varieties activities that can include analysis of some features of fast speech, analysis of phrasing and pause points,

  48. analysis both monologues and dialogue exchanges, with attention to discourse organizational structures. Describing and analyzing sociolinguistic dimensions, and communicative strategies used by speakers to deal with miss-communication.

  49. Also, recordings of real-life conversations, talks and discussions can be used to introduce listening analysis.

  50. Communicative OutcomesAn Organizing Framework • What is an outcome? • An outcome is a realistic task that people can envision themselves doing and accomplishing. • There are six categories outcomes. • Each of outcome can be subdivided into more narrowly focused specific outcomes, which can be modified to suit a given student group.

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