Listening Active or Passive Process
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Transcript of Listening Active or Passive Process
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Universidad de CaraboboFacultad de Ciencias de la Educación
Dirección de Postgrado Especialización en la Enseñanza de Ingles como Lengua
ExtranjeraProf. Mary Allegra
STUDENT’S NAMES:Àvila, Lirauly
Landaeta, M. Liliana
LISTENING
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TRENDS IN SECOND/FOREIGN (S/FL) EDUCATION AS FROM 1975.
• Individual learners and the individuality of learning.
• Listening and reading as non passive and a very complex receptive processes.
• Listening comprehension being recognized as a fundamental skill.
• Real language used for real communication as a viable classroom model.
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“Speaking does not of itself constitute communication unless what is said is comprehended by another person… teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached”
(Rivers, 1966, pp.196, 204)
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FOUR MODELS OF LISTENING AND LANGUAGE INSTRUCTION
Model 1: Listening and repeating
Learner’s goal: to pattern-match; to listen and imitate; to memorize.
Value: Enable students to do pattern drills, to repeat dialogues, and to use memorized prefabricated patterns; to imitate pronunciation patterns
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Model 2: Listening and answering comprehension questions
Learner goals: to process discrete-point information; to listen and answer comprehension questions.
Value: Enable students to manipulate discrete pieces of information, do not require students to make use of the information for any real communicative purpose beyond answering the questions; It is not interactive two-way communication.
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Model 3: Task listening
Learner goals: to process spoken discourse for functional purposes; to listen and do something with the information, that is, carry out real tasks using the information received.
Value: the focus is task-oriented, not question-oriented. to use info., not to answer it.
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Model 4: Interactive Listening
Learner goals: to develop aural/oral skill in semiformal interactive academic communication; to develop critical listening, critical thinking, and effective speaking abilities.
Value: the focus is communicative/competence-oriented as well as task oriented.
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LISTENING ACTIVE OR PASSIVE PROCESS
Implications for Instructions
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TYPES OF LISTENING MODES
Bidirectional
Unidirectional
Autodirectional
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PSYCHOSOCIAL FUNCTIONS OF LISTENING
Transactional Language Function
Interactional Language Function
Implications for instruction
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MODEL OF LISTENING COMPREHENSION PROCESS
Bottom up processing
Top down processing
Interactive processing
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LINGUISTIC ASPECTS OF LISTENING COMPREHENSION
Linguistic Messages
Paralinguistic Messages
Extralinguistic Messages
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LANGUAGE FUNCTIONS AND ATTITUDES
Imparting and seeking factual information
Getting things done
Socializing
Intellectual Attitudes
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Information Processing
Linguistic Functions
Dimensions of Cognitive Processing
LISTENING AS A LANGUAGE ACT
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THREE PRINCIPLES FOR MATERIALS DEVELOPMENT IN LISTENING
COMPREHENSION
Relevance
Transferability/Applicability
Task Orientation
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Language use tasks (“Listen-and do”)
Listening and performing actionsListening and performing operationsListening and solving problemsListening and transcribingListening and summarizing informationInteractive listening and negotiating of meaning
through questioning /answering
A Base of Content ExperiencesA Base of Operational Experiences
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Language analysis tasks
To analyze “fast speech”To chunk the input into units for interpretationTo analyze sociolinguistic dimensionsTo analyze strategies used by speakers to deal with miscommunication, communication break-downs, distractions, etc.
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COMMUNICATIVE OUTCOMES: AN ORGANIZATION FRAMEWORK
What is an outcome?
An outcome is a realistic task that people can envision themselves doing and accomplishing something. An outcome is an essential component in both two-way and one-way communication listening comprehension activities.
(Sinclair, 1984)
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SIX CATEGORIES OF OUTCOME
Outcome 1: Listening and Performing Actions and Operations.
Listening and drawing a pictureLocating routes on a mapSelecting a pictureIdentifying a personPerforming hand or body movements as in “Simon Says”Operating an equipmentCarrying out steps in a process
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Outcome 2: Listening and Transferring information
Two types of transferring information:
Type 1: Spoken-to-written
Listening and taking a message
Type 2: Spoken-to-spoken
Listening to directions
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Outcome 3: Listening and solving problems
Games and puzzlesSolving a riddleAsking questions in order to identify something
Outcome 4: Listening, Evaluating, and Manipulating Information
Writing information received and reviewing it in order to answer questions or solve a problemEvaluating arguments in order to take a position Making predictions from information received,
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Outcome 5: Interactive Listening-and-Speaking: Negotiating Meaning through Questioning/Answering Routines
Repetition, paraphrase, verificationClarification, elaboration, extension, challenge
Outcome 6: Listening for enjoyment, pleasure, and sociability
This outcome can include listening to songs, stories, plays, poems, etc.Questions on personal topics.
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SELF-ACCESS/SELF-STUDY LISTENING AND LANGUAGE
LEARNING
Students check out a listening packet containing audio-or video tape, and others.
Students play the tape on their own schedule of starting, stopping, and replaying.
Students check their work themselves for verification of comprehension.
Students consult the teacher or monitor when necessary.
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THEORIES OF LISTENING COMPREHENSION
Asher’s (1969)
Krashen (1985)
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LISTENING COMPREHENSION IS A MULTILEVEL, INTERACTIVE PROCESS OF
MEANING CREATION
Perceptual Processing Parsing Phase Utilization Stage
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SCHEMA THEORY
Formal Schemata Content Schemata
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MODELS OF THE COMPREHENSION PROCESS
Internal reproduction of the speaker’s message in the listener’s mind Placing more emphasis on the goals and internal meaning structures of the listener
Incorporating the distinction between controlled and automatic processing as well as the active role of the listener in attention and monitoring
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PRINCIPLES FOR LISTENING COMPREHENSION IN THE CLASSROOM
Increase the amount of listening time in the second language class Use listening before other activities
Include both global and selective listening
Activate top level skills
Work towards automaticity in processing
Develop conscious listening strategies
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THE LISTENING PROCESS
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STAGES OF THE LISTENING PROCESS
Hearing
Understanding
Remembering
Evaluating
Responding
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LISTENING SKILL
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LISTENING STRATEGIES
Top down strategies
Bottom up strategies
Metacognitive strategies
Cognitive strategies
Socioaffective Strategies
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PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING
Techniques for global listening
Selective listening techniques
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PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING
Bottom up exercises
Discriminate between phonemes
Explanation
Listen for morphological endings
Explanation
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PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING
Top down exercises
Get the main idea of the passage
Explanation
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PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING
Interactive exercises
Compare information that you hear with your own experience
Explanation
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PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING
Techniques for global listening
Selective listening techniques
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PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING
Bottom up exercises
Differentiate between content and function words by stress pattern
Explanation
Find the stressed syllable
Explanation
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PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING
Top down exercises
Make inferences
Explanation
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PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING
Interactive exercises
Recognize missing grammar
Explanation
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PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING
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PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING
Bottom up exercises
Use features of sentence stress and intonation to identify important information for note taking
Explanation
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PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING
Top down exercises
Recognize point of view
Explanation
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PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING
Interactive exercises
Make inferences about the text
Explanation
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TASKS Task-based listening
1. The activity must really demand listening.2. It mustn´t be simply a memory test.3. Tasks should be realistic or useful in some way4. The activity must actively help them to
improve their listening.5. It shouldn´t be threatening.6. Help students work around difficulties to
achieve specific results.
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LEAD IN
Task-feedback circlePRE-TASK WORK
(OPTIONAL)SET CLEAR TASK
PLAY TAPE
FEEDBACK ON TASK(St to st) or (st to t) or…?
COULD THEY DO THE TASK?
NOYES
CONCLUDE
Pre-listening introduction Work on vocabulary,
prediction
Don’t ask unfair questions
If they couldn’t do the task, they need to listen again
Tie up loose ends, lead to follow up activities, review
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SOME GUIDELINES FOR LISTENING SKILLS WORK IN
CLASSKeep the recording short (2 minutes)
Play the recording a sufficient number of times.
Let students discuss their answers together.
Don’t immediately acknowledge correct answers with words
or facial expressions.
Aim to get students to agree together without your help.
Give help if they are completely stuck
Don’t let them lose heart
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LISTENING IDEAS
News headlines
Jigsaw listening
Jigsaw task ideas
The tape gallery
Home recording
Live listening
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