dasun ono igajagi yoja Kopi hanjanui yeoyureul aneun pumgyeok inneun yeoja Bami om ya shimjangi bdeugeowojineun yeoja Geureon banjeon ID: 231910
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Slide1Slide2Slide3Slide4
Najelu
dasun
ono
igajagi
yoja
Kopi
hanjanui
yeoyureul
aneun
pumgyeok
inneun
yeoja
Bami
om
ya
shimjangi
bdeugeowojineun
yeoja
Geureon
banjeon
inneun
yeojaSlide5
Top Down and
Botton
Up Listening
Top Down
It
focuses on macro-features of discourse such as the speaker's purpose and
the discourse topic.
Botton
Up
Identify
sounds or lexical items according to their linguistic function.
Use phonological cues to distinguish between positive and negative sentences or statements and questions.Slide6
Reciprocal Listening
Non-reciprocal listening
Movies
https://www.ted.com
/
www.esl-lab.com
www.listenaminute.com
Slide7
Listening Practice
To involve our students in the listening practice we can:
Give students a degree of choice
Let them bring something of themselves to the task
Let students to bring their background knowledge and experiences to the classroom
Give the students the opportunity to develop a reflective attitudeSlide8
RAISING STUDENTS AWARENESS OF THE FEATURES OF REAL-WORLD LISTENING INPUTSlide9
Somebody
told
me
you
once
did some
busking
. Is that right?
http://www.voki.com/php/viewmessage/?chsm=3eeb6e3253ef1e3fd7c7631cbf674414&mId=2238150Slide10
Written
text
I
went
busking once in Hong Kong
during
the summer holidays. However, I am
not sure
whether
it
was
while
I
was
still
at
university
or
after
I
had
just
left
.Slide11Slide12
TIME CREATING DEVICES
Pause
fillers
: «
um
», «
urh
», «eh»
Transitions
: Likewise, Similarly,
however, on
the
contrary
, in
addition
Repetitions
:
internal
summary
Repair
conversions
(
reformulations
)
Cut-offs
(false
starts
)Slide13
THE USE OF FALICITATION DEVICES
Use of
less
complex
structures
Ellipses
: «yes, I
did»Use of fixed
and conventional
phrases
«
you
know
»
«I mean»
«
well
»
https://www.youtube.com/watch?v=8GfbZpT9WwASlide14
THE USE OF COMPENSATION DEVICES
Redundancy
in natural
speech
does
allow
the listener some
processing time.
Repetition
Reformulation
rephrasingSlide15Slide16
AWARENESS-RAISING EXERCISES
Spoken
text
/
written
text
Students
write
semi-scripted simulated
authentic
speeches
Brief
notes
or
flow
charts
Role-
play
situation
Play
stracts
of
students
talk
Students
identify
pause
fillers
,
repetition
Slide17
The changing face of ListeningSlide18
Presenting grammar
Presented dialogues about structures (only type of listening practice most learners received).
Effort was place for learners to speak.
In order to follow a conversation, we have to understand what is being said.Slide19
Late 1960s
Pre-listening:
Pre-teaching of all important new vocabulary in the passage
Listening
Extensive listening
Intensive listening Post-listening
Analysis of the language in the text.
Listen and repeat: teacher pauses the tape, learners repeat wordsSlide20
PRE-LISTENING
CRITICAL WORDS
Pre-teaching has been discontinued.
Key words = Absolutely indispensable.
PRE-LISTENING ACTIVITIES
B
rainstorming
V
ocabulary
Reviewing areas of grammarDiscussing the topicSlide21
LISTENING
THE INTENSIVE/EXTENSIVE DISTINCTION
Recording is to be played twice
Normalization
https://www.youtube.com/watch?v=qz658-9ZOCc
https://www.youtube.com/watch?v=Ua7nyAaf3pE
PRESET QUESTIONS
W: This coffee is really terrible.
M: I couldn't agree more.
N: What does the man mean?
(A) He would like more coffee.
(B) He thinks the woman should complain.
(C) He also dislikes the coffee.
(D) He thinks the coffee is acceptable.Slide22
LISTENING TASKS
Labelling, selecting, drawing and form filling.
Real Life
Reliable way of checking understanding.
Individual responses
AUTHENTIC MATERIALS
Naturalness
of
language
Real-life listening experienceSlide23
STRATEGIC LISTENING
Listening to a foreign language is a strategic activity.
Guess in order to connect:
Cautious students
Risk takers.Slide24
Post-ListeningSlide25
How well the students have understood what they listened to.Slide26
The listen and repeat phase
Has been dropped as well,
o
n the argument that it
i
s tantamount to parroting.
This is not entirely fair.Slide27
The post-listening stage comprises all the exercises which are done after listening to the text. Slide28
Post-listening activities allow the learners to ‘reflect’ on the language from the
passage.Slide29
Activities for Post-ListeningSlide30
Answering multiple-choice or true/false questions to show comprehension of messages. Slide31
Summarizing Slide32
Debates
Interviews
DiscussionsSlide33
Listen and Fill in the Blanks
Work:
http
://
saberingles.com.ar/listening/218.html
Slide34
http://
www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-1936.php
Slide35
T
eachers
need to prepare learners psychologically for the
listening activity.Slide36
Bibliography
http://www.ets.org/toefl/pbt/prepare/sample_questions/listening_comprehension_practice_section1