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Teaching listening:
The main objective of receptive skills is not the teaching of more grammar and
vocabulary, but the development of the learners' ability to understand and interpret
texts using their existing language knowledge.
Language learning depends on listening .Listening provides the aural input that
serves as the basic for language acquisition and enables learners to interact in spoken
communication.
Post-listening: we help our students integrate what they have learnt from
the text into their existing knowledge. ( what they already know )
1-The teacher generates interests in the topic for example asking the class
about their experience of , feeling on , or knowledge about , the topic .
4-The teacher sets a task that requires listening for spesfic details .She
plays the complete recording , checks the answers and replays sections if
necessary
6-Learners read the transcript of the recording and listen at the same time
.
Activities:
Listening Strategies
Listening strategies are techniques or activities that contribute directly to the
comprehension and recall of listening input. Listening strategies can be classified by
how the listener processes the input.
Top-down strategies are listener based; the listener taps into background
knowledge of the topic, the situation or context, the type of text, and the language.
This background knowledge activates a set of expectations that help the listener to
interpret what is heard and anticipate what will come next. Top-down strategies
include
Bottom-up strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include
They plan by deciding which listening strategies will serve best in a particular
situation.
They monitor their comprehension and the effectiveness of the selected
strategies.
They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.
This is where somebody listens in order to get the main idea of what
is being said without focusing on specific details and without hesitating
over unknown words.
Intensive Listening:
Extensive Listening:
This involves students listening for long periods and usually for
pleasure.
Students need to develop the ability to locate the places where they
need to listen closely.
Once they know 'where' to look for the answer comfortably, then
they can worry about 'what' to look for.
Each learning experience may involve more than one item (songs,
movies, phone calls, news, conversations, …)
Listening can range from being very interactive ( involves speaking
as well ) to wholly non-interactive ( one-way )
Listening can be:
o Face to face.
o Disembodied (radio, phone).
o Reinforced with images (TV, Cinema).
The purpose of listening can be:
o Transactional (information is being conveyed).
o For pleasure (songs, films).
Listening can be:
o Intensive (every word counts).
o For the gist.
Problems for Students : What makes listening to a second
language difficult for students
Unfamiliar context.
Unknown vocabulary.
Lack of time to process information, lack of concentration and
anxiety about longer texts.
Too fast. Can’t distinguish separate words.( pace )
Can’t follow the rhythm. Not able to recognise sense groups,
inferred message, mood or intonation.
Difficult accents.
Background noises.
A listening passage may be difficult when:
Teaching speaking :
1- What are the main characteristics of spoken language?
- Clustering
- Redundancy
- Reduced forms
- Performance variables
- Colloquial language
- Rate of delivery
- Stress – rhythm and intonation
Role Play
Simulations
Teaching functions:
Target function should occur naturally and represents the one that
native speakers would use most frequently in that situation
-Exploit the dialogs and have the students discover instances of the
target function ( linguistic exponents ) and underline them
- transfer the linguistic forms of the target function out of the dialoge
to see in isolation ( on the blackboard or OHP) and arrange them
according to formality level , type of task in the grid .
Role play : the script is not provided .Students use the language they
have learned on their own in a situation provided by the teacher