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This document summarizes key concepts about listening as a language skill. It defines listening and discusses reasons for listening. It also describes differences between written and spoken language and different types of listening such as intensive/extensive and monologues/dialogues. Principles of listening instruction are outlined, including encouraging students to listen often, preparing them for listening, and having them respond to content rather than just language. Classroom implications for developing listening skills are provided, such as exposing students to varied spoken language sources and structuring listening activities.
This document summarizes key concepts about listening as a language skill. It defines listening and discusses reasons for listening. It also describes differences between written and spoken language and different types of listening such as intensive/extensive and monologues/dialogues. Principles of listening instruction are outlined, including encouraging students to listen often, preparing them for listening, and having them respond to content rather than just language. Classroom implications for developing listening skills are provided, such as exposing students to varied spoken language sources and structuring listening activities.
This document summarizes key concepts about listening as a language skill. It defines listening and discusses reasons for listening. It also describes differences between written and spoken language and different types of listening such as intensive/extensive and monologues/dialogues. Principles of listening instruction are outlined, including encouraging students to listen often, preparing them for listening, and having them respond to content rather than just language. Classroom implications for developing listening skills are provided, such as exposing students to varied spoken language sources and structuring listening activities.
Part 1 Describing language and language skills (Unit 7) September, 2014 2 Unit 7 Listening I. What is listening? -definition, reasons for listening II. Key concepts 1. Differences between written and spoken language 2. kinds of listening 3. listening principles 4. listening subskills/strategies III. Classroom implications 3 I. What is listening? Listening, one of the four language skills, is a receptive skill, which involves responding to language rather than producing it. Using context and knowledge of language and the world, we make sense of the meaningful sounds of language. 4 Listening involves: - Characteristics of spoken language - Contextual and world knowledge - Understanding different text types - Understanding different speeds of speech and accents - Using different listening subskills 5 Reasons for listening: a. For communication b. For pleasure c. For information d. For education 6 II. Key concepts 1. Differences between written and spoken language (p.30) Written Language Permanent With punctuation and capital letters With letters, words, sentences, and punctuation together No visual support Well-organized Exact vocabulary and more complex grammar 7 II. Key concepts 1. Differences between written and spoken language (p.30) Spoken language in English Temporary, varied pace and pauses With stress and intonation to show meanings In connected speech, even with incomplete sentences With body language, such as gestures and facial expressions. No so well-organized; with interruptions, hesitations, repetitions and frequent changes of topic General vocabulary and simple grammar 8 II. Key concepts 2. Kinds of listening
A. Intensive listening/extensive listening -Intensive listening focuses on listening skills in the classroom to study the way English is spoken in. -Extensive listening is about pleasure listening outside the classroom without the teachers intervention 9 2. Kinds of listening B. Monologues/dialogues Monologues: planned (e.g. speeches) or unplanned (e.g. anecdotes) dialogues (familiarity) : social/interpersonal (e.g. parties )or transactional (e.g service encounters)
10 II. Key concepts 3. Listening principles (Harmer 2, 2007, p.135) Encourage students to listen as often and as much as possible. Help students prepare to listen. Once may not be enough. Encourage Ss to respond to the content of a listening, not just to the language. Different listening stages demand different listening tasks Good teachers exploit listening to the full 11 II. Key concepts 4. listening subskills/strategies Listen for gist/general information Listen for specific information Listen for detail 12 III. Classroom implications (p.32) Let students listen to many sources and varieties of spoken language Listening to live speakers is easier than listening to recordings Have students listen to both created and authentic listening texts Comprehension activities should be easier in language than the language in the listening text. Children learn well from listening to stories that interest them 13 Develop students listening skills by focusing regularly on particular aspects of listening, e.g. problem sounds Activity pattern in a listening class: -introductory activities (focus on topic and language of the text) -main activities (comprehension activities) -post-activities (discussion of the topic, personal opinion about the text) 14 References 1. Hadfield.J. & Hardfield, C. (2008). Introduction to Teaching English. Oxford University Press. 2. Harmer, Jeremy. (2007). The Practice of English Language Teaching. Pearson Education Limited. 3. Harmer, Jeremy. (2007). How to Teach English. Pearson Education Limited.