Ch.1 challenges and opportunities
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Transcript of Ch.1 challenges and opportunities
Ch.1 Challenges and Opportunities in Listening Instruction
Presentation: Chaewon Lim
Listening Comprehension
It is generally recognized that both bottom-up and top-down strategies are necessary.
The bottom-up processing
a process of decoding the sounds that one hears in a linear fashion
The top-down processing
a reconstruction process; the listener actively constructs the original meaning of the speaker using incoming sounds as clues
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Challenges and DilemmasIn L2 listening Instruction
Introduction: Dilemma I Listening skill = Cinderella skill?
Speaking/ Writing
Listening
Introduction: Dilemma II
We still tend to test
listening rather than
teach it!!
The key to solving the problem Metacognition: the act of thinking about
thinking; the ability of learners’ controlling their thoughts and regulating their own learning
Learners are seldom taught how to listen, how to manage the listening input.Pre-listening
- More than Background knowledge!- Learners are just “primed” to listen to a specific piece of text
While-listening
- No guidance on strategic listening
Listening instruction: overview Text-oriented instruction (Dilemma I & II)
Recognizing and understanding different components of a listening input
Communication-oriented instruction (Dilemma I & II)
Listening in the service of something other than itself
Learner-oriented instruction (Solution)Developing learners’ awareness of the process
Text-oriented instruction
A heavy emphasis on decoding skills (1950s~1960s)
the accuracy of learners’ comprehension A “quiz show” format (Morley, 1999)
discriminating sounds
taking dictation of the written passage
comprehension questions (multiple-choice)
testing rather than teaching listening
The dominance of the written language
heavy cognitive demands made on working memory
relevant to corpus studies
Communication-oriented instruction
Complex communicative skills
Taxonomies of listening skills
Munby’s (1978) communicative syllabus design
Richards’ (1983) taxonomyAuthentic listening materialsA variety of classroom interaction/ learner response
“Sleeping partner” in CLT methodology
emphasis on the speaking component
information gap activity
Learner-oriented Instruction Research on good language learners (GLL)
Instructions on listening strategies Mendelsohn’s socio-cognitive paradigm (1998)
Developing learners’ awareness of the process (O’Malley & Chamot, 1990)
Strategy type Strategy
Metacognitive strategies
Selective attention, Self-monitoring, problem identification
Cognitive strategies Note taking, summarizing, elaboration, inferencing, transfer
Social/affective strategies
Cooperation
Strategies-based Instruction
Teacher Modeling
Think-aloud (Chamot, 1995)
Demonstration (Field, 1998) Pre-communication activities (Buck, 1995)
Strategy use in L2 listening Vandergrift and Goh (2012)
Planning Focusing
attention
Contexualization Monitoring
Evaluation Inferencing
Reorganizing Using linguistic and learning
resources
Cooperation Managing emotions
Prediction
Elaboration
Challenges in the three instructions Text-oriented instruction
Current course textbooks which requires learners’ comprehension-based techniques alone (a “quiz show” mode)
Communication-oriented instructionA focus on the product of listeningA disguised form of testing (Sheerin, 1987)
Learner-oriented instructionIntangible!A lack in a variety of structural support
Conclusion The intrinsic challenges within the three types
of listening instruction can be addressed by teaching within a metacognitive framework.
No testing any more!! Better learners? Or More effective learners?