Universidad de Carabobo Facultad de Ciencias de la Educacin Direccin de Postgrado Especializacin en la Enseanza de Ingles como Lengua Extranjera Prof.

Mary Allegra

LISTENING
STUDENTS NAMES: vila, Lirauly Landaeta, M. Liliana

TRENDS IN SECOND/FOREIGN (S/FL) EDUCATION AS FROM 1975. Individual learners and the individuality of learning. Listening and reading as non passive and a very complex receptive processes. Listening comprehension being recognized as a fundamental skill. Real language used for real communication as a viable classroom model.

Speaking does not of itself constitute communication unless what is said is comprehended by another person teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached (Rivers, 1966, pp.196, 204)

FOUR MODELS OF LISTENING AND LANGUAGE INSTRUCTION Model 1: Listening and repeating
Learners goal: to pattern-match; to listen and imitate; to memorize.
Value: Enable students to do pattern drills, to repeat dialogues, and to use memorized prefabricated patterns; to imitate pronunciation patterns

Model 2: Listening and answering comprehension questions

Learner goals: to process discrete-point information; to listen and answer comprehension questions. Value: Enable students to manipulate discrete pieces of information, do not require students to make use of the information for any real communicative purpose beyond answering the questions; It is not interactive two-way communication.

Model 3: Task listening

Learner goals: to process spoken discourse for functional purposes; to listen and do something with the information, that is, carry out real tasks using the information received.
Value: the focus is task-oriented, not question-oriented. to use info., not to answer it.

Model 4: Interactive Listening

Learner goals: to develop aural/oral skill in semiformal interactive academic communication; to develop critical listening, critical thinking, and effective speaking abilities. Value: the focus is communicative/competenceoriented as well as task oriented.

LISTENING ACTIVE OR PASSIVE PROCESS

Implications for Instructions

TYPES OF LISTENING MODES

Bidirectional
Unidirectional Autodirectional

PSYCHOSOCIAL FUNCTIONS OF LISTENING

Transactional Language Function Interactional Language Function Implications for instruction

MODEL OF LISTENING COMPREHENSION PROCESS

Bottom up processing
Top down processing Interactive processing

LINGUISTIC ASPECTS OF LISTENING COMPREHENSION

Linguistic Messages
Paralinguistic Messages Extralinguistic Messages

LANGUAGE FUNCTIONS AND ATTITUDES

Imparting and seeking factual information Getting things done
Socializing Intellectual Attitudes

LISTENING AS A LANGUAGE ACT

Information Processing
Linguistic Functions Dimensions of Cognitive Processing

THREE PRINCIPLES FOR MATERIALS DEVELOPMENT IN LISTENING COMPREHENSION

Relevance Transferability/Applicability Task Orientation

Language use tasks (Listen-and do)

Listening and performing actions Listening and performing operations Listening and solving problems Listening and transcribing Listening and summarizing information Interactive listening and negotiating meaning through questioning /answering

of

A Base of Content Experiences A Base of Operational Experiences

Language analysis tasks

To analyze fast speech To chunk the input into units for interpretation To analyze sociolinguistic dimensions To analyze strategies used by speakers to deal with miscommunication, communication break-downs, distractions, etc.

COMMUNICATIVE OUTCOMES: AN ORGANIZATION FRAMEWORK

What is an outcome?

An outcome is a realistic task that people can envision themselves doing and accomplishing something. An outcome is an essential component in both two-way and one-way communication listening comprehension activities. (Sinclair, 1984)

SIX CATEGORIES OF OUTCOME

Outcome 1: Listening and Performing Actions and Operations.
Listening and drawing a picture Locating routes on a map Selecting a picture Identifying a person Performing hand or body movements as in Simon Says Operating an equipment Carrying out steps in a process

Outcome 2: Listening and Transferring information

Two types of transferring information: Type 1: Spoken-to-written Listening and taking a message Type 2: Spoken-to-spoken Listening to directions

Outcome 3: Listening and solving problems

Games and puzzles Solving a riddle Asking questions something

in

order

to

identify

Outcome 4: Listening, Evaluating, and Manipulating Information

Writing information received and reviewing it in order to answer questions or solve a problem Evaluating arguments in order to take a position Making predictions from information received,

Outcome 5: Interactive Listening-and-Speaking: Negotiating Meaning through Questioning/Answering Routines

Repetition, paraphrase, verification Clarification, elaboration, extension, challenge

Outcome 6: Listening for enjoyment, pleasure, and sociability

This outcome can include listening to songs, stories, plays, poems, etc. Questions on personal topics.

SELF-ACCESS/SELF-STUDY LISTENING AND LANGUAGE LEARNING

Students check out a listening packet containing audio-or video tape, and others.

Students play the tape on their own schedule of starting, stopping, and replaying.
Students check their work themselves for verification of comprehension. Students consult the teacher or monitor when necessary.

THEORIES OF LISTENING COMPREHENSION

Ashers (1969)

Krashen (1985)

LISTENING COMPREHENSION IS A MULTILEVEL, INTERACTIVE PROCESS OF MEANING CREATION

Perceptual Processing Parsing Phase Utilization Stage

SCHEMA THEORY
Formal Schemata
Content Schemata

MODELS OF THE COMPREHENSION PROCESS

Internal reproduction of the speakers message in the listeners mind Placing more emphasis on the goals and internal meaning structures of the listener Incorporating the distinction between controlled and automatic processing as well as the active role of the listener in attention and monitoring

PRINCIPLES FOR LISTENING COMPREHENSION IN THE CLASSROOM

Increase the amount of listening time in the second language class Use listening before other activities Include both global and selective listening Activate top level skills Work towards automaticity in processing Develop conscious listening strategies

THE LISTENING PROCESS

STAGES OF THE LISTENING PROCESS

Hearing

Understanding
Remembering Evaluating Responding

LISTENING SKILL

LISTENING STRATEGIES
Top down strategies Bottom up strategies

Metacognitive strategies
Cognitive strategies Socioaffective Strategies

PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING

Techniques for global listening

Selective listening techniques

PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING

Bottom up exercises
Discriminate between phonemes Explanation Listen for morphological endings Explanation

PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING

Top down exercises

Get the main idea of the passage Explanation

PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING

Interactive exercises
Compare information that you hear with your own experience
Explanation

PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING

Techniques for global listening

Selective listening techniques

PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING

Bottom up exercises

Differentiate between content and function words by stress pattern

Explanation Find the stressed syllable Explanation

PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING

Top down exercises

Make inferences
Explanation

PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING

Interactive exercises
Recognize missing grammar Explanation

PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING

PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING

Bottom up exercises
Use features of sentence stress and intonation to identify important information for note taking Explanation

PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING

Top down exercises

Recognize point of view Explanation

PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING

Interactive exercises
Make inferences about the text Explanation

TASKS
Task-based listening

1. The activity must really demand listening. 2. It mustnt be simply a memory test. 3. Tasks should be realistic or useful in some way 4. The activity must actively help them to improve their listening. 5. It shouldnt be threatening. 6. Help students work around difficulties to achieve specific results.

Task-feedback circle
LEAD IN
Pre-listening introduction PRE-TASK WORK (OPTIONAL) Work on vocabulary, prediction SET CLEAR TASK PLAY TAPE

YES

NO If they couldnt do the task, they need to listen again COULD THEY DO THE TASK? FEEDBACK ON TASK (St to st) or (st to t) or? Dont ask unfair questions

CONCLUDE Tie up loose ends, lead to follow up activities, review

SOME GUIDELINES FOR LISTENING SKILLS WORK IN CLASS

Keep the recording short (2 minutes) Play the recording a sufficient number of times. Let students discuss their answers together. Dont immediately acknowledge correct answers with words or facial expressions. Aim to get students to agree together without your help. Give help if they are completely stuck Dont let them lose heart

LISTENING IDEAS
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