Listening Comprehension
description
Transcript of Listening Comprehension
Listening Comprehension
Text type
Discourse markers
Visual support
Attentionmemory
Schemata
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• Task type • Listener Characteristics• Process characteristics• What stood out most to you?
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?
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?
• 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.
LADInput output
Hola, ¿Cómo te llamas? No, preferiría que el presidente utilizara su poder de otro modo, por ejemplo
El País, BBC Mundo,La voz de tu maestra
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
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
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?
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?
Text type cont.
• Two videos• Which one is easier to understand?• Narration is generally easier than
newscasts.
Text types and learner background cont.
• Why difficult or not?• Topic • Schemata/Background• Baseball study, • Background knowledge trumps IQ• Word order, Grammatical difficulty
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 mind zpd.
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 class
What kinds of taskscan you ask them to dowith this?
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,• Aneiro Diss. – High Apprehension = Bad listening• Infer causality?