Bottom - Up Processing

Goals and Exercise

Types
Beginning Level
Listeners

Discriminate
between intonation
contours in
sentences

Can't

Listen to sentences
with either
rising or falling
come to say
intonations.

good-bye?
Am I beautiful?
Would you like another
coffee?

Discriminate
between phonemes

Smell Spell spill

Brick Blank flick
Smoc
Flock split
k
Smok
Broke
snoop
e
Listen to pairs of
words

Listen for
morphological
endings

walk
Bet
Occur
Build

walked
dealt
occured
built

Decide whether the

verb is in the present
or past tense

Recognize number
of syllables, and
word stress

sentence
syllables
onomato
poeia
discrimin
ate

Count the number of

syllables

2
3
6
4

Be aware of
sentence fillers in
informal speech.

afilleris a sound or
word that is spoken in
conversation by one
participant to signal
to others that he/she
has paused to think
but
has
not
yet
finished speaking

Like
Umm/ Ah
I mean
You
know?
Like
I
said
Ok, so
Actually

Identify the sentence

fillers

I think the president made a stern

speech about the war in Iraq, but
like I dont think the troops are
going to be withdrawn as quickly
as hoped.
I find myself leading
towards the writing of
Robert Frost his um
cadence
is
um
engaging.

If my house was on fire and my

laptop was inside, I would run and
get it.
I mean, maybe not my laptop but my
external drive.

Identify the sentence

fillers

Its not everyday that I get coffee, you

know.
Ok, so youre saying
pretty?

that I am

Like I said before, being tinker is so

hard.

Identify the sentence

fillers

Top Down
Processing Goals
and Exercise Types,
Beginning - Level
Listeners

Get the gist or main

idea of a passage

Jaya: Argel we are going to attend my

friend Paul's marriage.
Argel: Of course Jam is my school
mate.
Jaya: Paul is an engineer in a private firm.
Argel: Does Jam work in any office?
Jaya: No. She is a housewife.

Jaya: What is the time of the marriage

ceremony?
Jaya: It is between 5:30am to 7:30a.m.
Jaya: You can see the Video-grapher in the
entrance.
Argel: Have they arranged Tiffin and meals?
Jaya: No. They have arranged only meals.
Argel: Let us enter the marriage hall.
Jaya: That is Good.

Interactive
Processing Goals and
Exercise Types,
Beginning Level
Listeners

Use speech
features to decide if
a statement is
formal or informal

She has decided to accept the job.

Formal
Shes decided to accept the job.
Informal
Shes = contraction

Formal
The girl whom I met in France was
interested in working in Canada.
The girl I met in France was
interested in working in Canada.
Informal
Relative clause without
the relative pronoun
whom

Went to Nanaimo for the weekend.

Lots to tell you.
Informal

ellipsis (more likely to be written or

texted the spoken

Went to Nanaimo for the weekend.

We have a lot of things to tell you.
Formal

Formal Language is
more common when
we write.

Informal
Language
is
more common when we
speak.

Profile of the
Intermediate
Level Learner

Intermediate level
learners
Continue to use listening as an important
source of language input to increase their
vocabulary and structural understanding
They may have a little understanding of the
complexities of phonological rules that govern
fast speech: reductions, elisions, assimilation
They have moved beyond the
limits of words and phrases;
their memory can retain longer
phrases and sentences.

Intermediate level
learners
They can listen to short conversation or
narratives that are one or two paragraphs in
length.
They are ready to practice more discourse
level skills; predicting what will happen next
and explaining relations between events and
ideas.

Techniques for
Global Listening

Intermediate level
learners
It is no longer necessary to provide learners
with simplified codes and modified speech.
Learners need to hear authentic text with
reduce forms, fast speech features, false starts,
hesitations, errors, some non-standard dialects
and variety of different voices.

False starts are found in spontaneous

speech (not planned basically). It occurs
when the speaker says something then
rearranges what he/she says, a kind of redrafting.
Anonstandard
dialectis
adialectthat does not have the
institutional support or sanction
that astandardized dialecthas.
it has its ownvocabularyand an
internally
consistentgrammarandsyntax;
and it may be spoken using a
variety ofaccents

Intermediate level
learners
Porter and Roberts (1987) state that
authentic texts are those instances of
spoken language which were not initiated for
the purpose of teaching..not intended for
non-native learners.

Intermediate level
learners
Rogers and Medley (1988) use the term
authentic to refer to all the language
samples which reflect a naturalness of form
and an appropriateness of cultural and
situational context that would be found in the
language used by native speakers.

Techniques for
Selective
Listening

Intermediate level
learners
Students need a well-organized program of
selective listening to focus their attention on
the systematic features of the language
code.
Accuracy in discriminating grammatical
features is very important at this level.

Intermediate level
learners
Gilbert (1995) suggests that some
pronunciation training has an important
place in the listening class to draw
students conscious attention to the
features of natural speech.

Intermediate level
learners
Intermediate level is an appropriate time to
teach
explicitly
some
strategies
of
interactive listening: how to use ones
knowledge of formal grammar to check the
general meaning of speakers statement
and how to use ones background
knowledge to predict and direct the process
of comprehension.

Bottom Up
Processing Goals
and Exercise Types,
Intermediate
Level Listeners

Differentiate
between content
and function
words by stress
pattern.

I
am
a
proFESsional
phoTOgrapher whose MAIN
INterest is to TAKE SPEcial,
BLACK
and
WHITE
PHOtographs
that
exHIBit
ABstract MEANings in their
photoGRAPHic STRUCture.

Content
words
are
usually nouns, verbs,
adjectives,
and
sometimes
adverbs.
Those are the words that
help us form a picture in
our head; they give us the
contents of our story and
tell our listener where to
focus his or her attention.

Function words are the words

we use to make our sentences
grammatically
correct.
Pronouns, determiners, and
prepositions, and auxiliary
verbs.

function words don't give us

the main information
almost
the
opposite
of
stressing.
This
is
calledreducing.

Top Down
Processing Goals
and Exercise Types,
Intermediate Level
Listeners

Discriminate
between registers
of speech and
tones of voice

It had been two years since I

had seen my brothers, and
this was the year I was going
to see them, in New York. So
me and my dad getting to
New York started off badly.
First of all we missed our
flight, and we were on
standby for a day and a half.
For most of our flight, I was
asleep.

rainstorm, so our flight was

not coming. After we heard
that news, me and my dad
went to go get something to
eat.
After we ate, we walked
around
the
huge
airport.After
we
looked
around a little more, we
booked this awful hotel
called Ramada. When we
first walked in the room, I
knew we made a mistake.

First of all, the room smelled like

mold and second of all the shower
was broken, but we were just going
to have to stick through it for the
night.

Listen to identify
the speaker or the
topic

Give me an appropriate
headline.

Listen to identify
the topic

Give me an appropriate
headline.

Make inferences

Interactive
Processing Goals
and Exercise Types,
Intermediate Level
Listeners

Use word stress to

understand the
speakers intent

Recognize missing
grammar markers
in colloquial
speech and
reconstruct the
message

You, okay?
Got some extra?
Zit ok?

Profile of the
Advanced Learner

Advanced
learners
Cummins (1981) notes that truly proficient
bilinguals are able to use their second
language skills fully to acquire knowledge.

Advanced
learners
They have cognitive and academic language
proficiency (CALP).
They are listening in the language to learn
about the content of other areas.
They are more skilled at reading than they are
listening.

ACFTL Proficiency Guidelines

(1988) list of competencies
for advanced listeners
They can listen to longer texts such as radio
and television programs and academic
lectures.
Their vocabulary includes topics in current
events, history and culture; they can deal with
a certain degree of abstraction.

ACFTL Proficiency Guidelines

(1988) list of competencies
for advanced listeners
Their understanding of the language remains
on fairly literal plane, so that they may miss
jokes, slang and cultural references.

Advanced
learners
Rost (1994) suggests strategies for
learning from lectures, including formulating
questions to ask the lecturer, searching
lecture notes for logical relationships

Advanced
learners
Students may learn to comprehend spoken
discourse more easily if they can activate
their knowledge by completing the assigned
reading before the lecture (Mason 1994).

Bottom - Up
Processing Goals and
Exercise Types,
Advanced Level
Listeners

Become aware of
common performance
slips that must be
reinterpreted or
ignored

Identify specific points

of in formations

Top Down
Processing Goals
and Exercise Types,
Advanced Level
Listeners

Use knowledge of the

topic to predict the
content of the text

Instructions

1) Warm the pan and melt the

butter:
2) Add the egg.
3) Let the egg cook for a few
minutes
4) Cook the top of the egg
5) Remove from heat and eat

Find the main idea of

a segment

Interactive
Processing Goals and
Exercise Types,
Advanced Level
Listeners

Make inferences
about the text

Receptionist: Good morning Sir. May I help

you?
Guest: Good morning. I need a room.
Receptionist: Do you require a single or double
room or a suite?
Guest: Well! A single room will do.
Receptionist: Please fill your name in this
register.
Guest: May I know the tariff please?

Guest: Does it include breakfast?

Receptionist: No sir. It's just for the
accommodation sir.
Guest: Is the room air conditioned?
Receptionist: All our rooms are centrally airconditioned.
Guest: Do you have a restaurant?
Receptionist: Not one. We have three. We offer
Indian,
Western and Chinese cuisine catered by the
different
restaurants.

Receptionist: May I know the duration of your

stay?
Guest: Oh! I haven't filled that column because I
haven't decided on my period of stay yet. It all
depends on how early or how late I am going to
finish my work. But, tentatively, I shall write it as
four days.
Receptionist: That'll do. Please inform us about
your extension one day earlier.
Guest: Sure. By the way, do you have laundry
facility here?
Receptionist: Yes. Please call up the

numbers for all the departments?

Receptionist: All the in-house phone numbers
are in a list kept near the telephone.
Guest: Oh! That will do. Thank you. You have
been very helpful.
Receptionist: My pleasure! I am here to help
you.
Guest: Thanks. Well I am rather tired. Can you
please ask the
bellboy to bring my luggage to the room?
Receptionist: Certainly. Here's your key.
Guest: Thank you very much.

ESL / EFL Teachers

Responsibilities w/ respect to
the listening skills
1. They must understand the pivotal role that
listening plays in the language learning
process in order to utilize listening in ways
that facilitate learning.

ESL / EFL Teachers

Responsibilities w/ respect to
the listening skills
2.

They must understand the complex

interactive nature of the listening process
and the different kinds of listening that
learners must do in order to provide their
students with an appropriate variety and
range of listening experiences.

ESL / EFL Teachers

Responsibilities w/ respect to
the listening skills
3. Teachers must understand how listening
skills typically develop in second language
learners and must be able to assess the
stage of listening at which their students
are.

ppy Birthday Arge

Happy Birthday
Argel!!!

ppy Birthday Arge