Najelu dasun ono igajagi yoja

Kopi hanjanui yeoyureul aneun

pumgyeok inneun yeoja
Bami om ya shimjangi
bdeugeowojineun yeoja
Geureon banjeon inneun yeoja


Top Down and Botton Up
Listening
Top Down

It focuses on macro-
features of discourse such
as the speaker's purpose
and the discourse topic.
Botton Up

Identify sounds or
lexical items
according to their
linguistic function.
Use phonological
cues to distinguish
between positive and
negative sentences or
statements and
questions.
Reciprocal Listening Non-reciprocal
listening




Movies
https://www.ted.com/
www.esl-lab.com
www.listenaminute.co
m
Listening Practice
To involve our students in the listening
practice we can:
Give students a degree of choice
Let them bring something of themselves to
the task
Let students to bring their background
knowledge and experiences to the
classroom
Give the students the opportunity to
develop a reflective attitude

RAISING STUDENTS
AWARENESS OF THE
FEATURES OF REAL-
WORLD LISTENING
INPUT


Somebody told me you once did
some busking. Is that right?




http://www.voki.com/php/viewmessage/?chsm=3eeb6e3253ef1e3fd7c76
31cbf674414&mId=2238150

Written text

I went busking once in Hong Kong
during the summer holidays. However, I
am not sure whether it was while I was
still at university or after I had just left.

FEATURES OF REAL-
WORLD LISTENING
INPUT
THE USE OF TIME-
CREATING DEVICES
THE USE OF
FACILITATION
DEVICES
THE USE OF
COMPENSATION
DEVICES
TIME CREATING DEVICES


Pause fillers: um, urh, eh

Transitions: Likewise, Similarly, however, on
the contrary, in addition

Repetitions: internal summary

Repair conversions (reformulations)

Cut-offs (false starts)


THE USE OF FALICITATION
DEVICES

Use of less complex structures
Ellipses: yes, I did
Use of fixed and conventional
phrases
you know
I mean
well

https://www.youtube.com/watch?v=8GfbZpT9WwA

THE USE OF COMPENSATION
DEVICES



Redundancy in natural speech does
allow the listener some processing
time.
Repetition
Reformulation
rephrasing
FEATURES OF
REAL-WORLD
LISTENING INPUT
THE USE OF
TIME- CREATING
DEVICES
um, urh,
eh
THE USE OF
FACILITATION
DEVICES
You know,
I mean, well

THE USE OF
COMPENSATION
DEVICES
Repetition,
reformulation,
rephrasing
AWARENESS-RAISING EXERCISES


Spoken text / written text

Students write semi-scripted simulated
authentic speeches

Brief notes or flow charts
Role-play situation
Play stracts of students talk
Students identify pause fillers, repetition

THE CHANGING FACE
OF LISTENING
Presenting grammar
Presented dialogues about structures (only
type of listening practice most learners
received).

Effort was place for learners to speak.

In order to follow a conversation, we have to
understand what is being said.

Late 1960s
Pre-listening:
Pre-teaching of all important new vocabulary in the
passage
Listening
Extensive listening
Intensive listening
Post-listening
Analysis of the language in the text.
Listen and repeat: teacher pauses the tape, learners
repeat words
PRE-LISTENING
CRITICAL WORDS
Pre-teaching has been discontinued.
Key words = Absolutely indispensable.

PRE-LISTENING ACTIVITIES
Brainstorming
Vocabulary
Reviewing areas of grammar
Discussing the topic

LISTENING
THE INTENSIVE/EXTENSIVE DISTINCTION
Recording is to be played twice
Normalization
https://www.youtube.com/watch?v=qz658-9ZOCc
https://www.youtube.com/watch?v=Ua7nyAaf3pE
PRESET QUESTIONS
W: This coffee is really terrible.
M: I couldn't agree more.
N: What does the man mean?

(A) He would like more coffee.
(B) He thinks the woman should complain.
(C) He also dislikes the coffee.
(D) He thinks the coffee is acceptable.



LISTENING TASKS
Labelling, selecting, drawing and form lling.
Real Life
Reliable way of checking understanding.
Individual responses

AUTHENTIC MATERIALS
Naturalness of language
Real-life listening experience
STRATEGIC LISTENING

Listening to a foreign language is a strategic
activity.

Guess in order to connect:
Cautious students
Risk takers.
Post-
Listening
How well the
students have
understood what
they listened to.

The listen and repeat
phase
Has been dropped as
well,
on the argument that it
is tantamount to parroting.
This is not entirely fair.
The post-listening stage
comprises all the
exercises which are done
after listening to the text.
Post-listening activities
allow the learners to
reflect on the language
from the passage.
Activities for
Post-Listening
Answering multiple-choice
or true/false questions to
show comprehension of
messages.
Summarizing
Debates
Interviews
Discussions
Listen and Fill in
the Blanks

Work:
http://saberingles.com.ar/listening/218.ht
ml
http://www.tolearnenglish.com/exe
rcises/exercise-english-2/exercise-
english-1936.php
Teachers need to prepare
learners psychologically
for the listening activity.
Bibliography
http://www.ets.org/toefl/pbt/prepare/sample_qu
estions/listening_comprehension_practice_sec
tion1