Beruflich Dokumente
Kultur Dokumente
Randall Davis
Presented at Carolina TESOL Conference and the International TESOL Annual Convention
March & April 2 !
Presentation "andout http#$$%%%&esl'la(&co)$handouts
Purpose
Highlight
factors that affect comprehensibility for ESL students Discuss keys to teaching listening Demonstrate classroom activities that teach listening and encourage more student engagement in the learning process
Presentation Handout http://www.esl-lab.com/handouts
*eneral Concepts
Listening and speaking are reciprocals skills Testin+ listening is not teachin+ it !ust because you can"t remember something doesn"t mean you didn"t understand it at the time you heard it
+eep your nose clean Have your nose in a book +eep your nose to the +eep your nose out of Thumb your nose at ,ay through the nose -ollo* your nose Stick your nose in .e on the nose Have a nose for something
grindstone
something
something
Acoustic 1lur
!eet
yet/
No,
Joo?
-amiliarity *ith topic helps learner dra* on that kno*ledge0 ho*ever( it can distort perceptions( leading to misinterpretation
of cultural understanding
utterances( feedback signals( and false starts Limited e)posure to deconte)tuali2ed speech $unpredictability factor& Amount of redundancy( number of pronoun referents
items sometimes distort and e)aggerate the amount of information that even native speakers could process
%hat is the man"s name and . . . i one train is heading east at &' miles an hour and another one westbound with onl! () lbs o pressure in the bac$ le t tire, what is the probabilit! that blah blah blah blah blah?
to clarify( restate( and use circumlocution to indicate a need for a modified version of the utterance
*i+e up, pretend, or as$ or clari ication
4 don"t understand Sorry The number is 567189 What are you trying to say about ::::/ 4 didn"t catch that last point about :: So( *hat you"re saying is that :::: 4n other *ords( ::: Let"s see if 4 got that straight ;ou said that :::::
Create tasks $and use live speakers& that appro)imate real1life situations ,rogress from semi1authentic speech to genuine authentic speech Don"t use tasks that result in cognitive overload Design tasks that are success1oriented .uild upon learners" background kno*ledge Allo* time for collaborative listening and discussion to clarify and restate ideas
,rogress from finding the gist of the conversation( to main ideas( to critical1 thinking skills *here students construct meaning on their o*n Discussing
Clarifying
Comparing Contrasting
Hypothesizing
Dispelling Illogical Reasoning
Inferring
?b<ective@ To help students learn ho* to give and received clarification Auestions or feedback signals
?h( really/ Bh1Huh 3o kidding What"s that/ Why do you feel that *ay/ 4 feel the same *ay 4 couldn"t agree more What do you mean by generous@ time( money *hat e)actly/ 4 don"t follo* you 4n other *ords/
,re1listening activity to stimulate background kno*ledge 4diomatic e)pressions to improve comprehension and fluency ,ost1Listening e)ercises to improve problem1 solving skills
'ocabulary E)ercise C ,escripti+e .d/ecti+es Drammar -ocus C .d/ecti+e clauses and modals o ad+ice, past obligation, and speculation Asking Euestions C *i+ing eedbac$ ,re1Listening Task C 0el!ing on students" bac$ground $nowledge Listening Task C -hec$ing main ideas and ma$ing conclusions based on scripted con+ersations ,ost1Listening C 1a$ing predictions and dispelling allacies
*ra))ar -ocus
?b<ective@ To help students learn to form ad<ective clauses and e)plain their reasons
4"m looking for a partner *ho>that is :: because :::::::: 4 like people *ho>that are :::: due to the fact that :::::: 4 en<oy dating people *ho>that ::::::::: 4 prefer going out *ith people *hose ::::
7oca(ular, 1uildin+
Pre'Listenin+ Tas9
;ou
hear a car honking in the drive*ay Who might it be/ math tutor date
Modals of Speculation
- It must be her date. - . gu! might be there to pic$ her up. - 2he car could be at the wrong house.
?b<ective@ To teach modals of necessity > advice( the appropriateness of each according to conte)t( and apply them in a conversation
F Watch 'ideo G 1 Deorge
- 3ou ha+e to step in and sa! something. - 3ou need to accept the situation.
=ust > had better > should > ought to > could > might
1 3ou"d better ollow her in !our car. - 3ou could in+ite the gu! in and get to $now him.
Possible Questions
Discrete ,oint
Where are you going/ Ho* old is that guy/ What"s his name/ Where did you meet him/ What time *ill you be home/ Does he have an earring in his nose/ Can 4 follo* you in my car/ Do you need a chaperon/ ;ou"re not going to marry that guy( are you/ Would you rather stay home and play Scrabble/
Possible Questions
Critical1Thinking
What do you like most about the guy and *hy/ 111 reasons 4f 4 don"t let her go out *ith the guy( *hat *ill she do/ 111 cause and effect > condition What happened to your last boyfriend( #onald/ Ho* is date( Dirk( different from the last guy/ 111 compare and contrast 4f you could plan the ideal date( *here *ould you go and *hat *ould you do/ 111 hypothesi2e
Modals
?b<ective@ To teach modals of advice( past obligation( and speculation and apply them in a conversation
F Watch 'ideo G 1 +orrin
3ou should spend more time with the amil!. 3ou"d better thin$ o+er !our decision, or !ou might regret it. 1! sister shouldn"t ha+e gone to that part!. 4he could ha+e sa+ed more or college. 1! parents must ha+e $nown about m! grades, but the! didn"t sa! an!thing. 2he dog could/might ha+e eaten the coo$ies.
Su))ar,
Create engaging activities that teach listening(not <ust test it ,rovide rich content that is *ithin the linguistic reach of your students Encourage the use of critical1thinking and problem1solving skills that are needed in and out of the language classroom