Week 2 Teaching listening comprehension

WEEK 2
5:00 – 6:30 CHAPTER OVERVIEW AND
DISCUSSION.
6:30 – 6:45 BREAK
6:45 – 7:20 GROUP WORK AND
DISCUSSION
7:20 – 7:45 LESSON PLANS
11-6001 Teo. and Prac. of English
Teaching
Instructor: Stephanie Brooks, M.Sc.
M.Sc. Stephanie Brooks

WEEK 2
TEACHING LISTENING
COMPREHENSION
Teaching

TEACHING LISTENING COMPREHENSION
 Through reception, we internal linguistic
information needed to produce language.
 Listening competence is usually larger that
speaking competence.
 Earlier focus on speaking skills.

PEDAGOGICAL RESEARCH
 James Asher's 1970s TPR (Total Physical
Response).
 Natural Approach (The Silent Period).
 Stephen Krashen (significance of
comprehensible input i+1).
 Conversion of input into intake - crucial to
Listening in language learning.

 What are listeners “doing” while they are listen?
 What factors affect good listening?
 What are the characteristics of real-life listening?
 What are the main things listeners listen for?
 What are some principles of designing listening
techniques ?
 What are some common techniques for Teaching
listening ?
Questions To Consider About
LISTENING COMPREHENSION

The hearer
 processes raw speech - an image in his short term
memory.
 determines the type of speech event to color the
interpretation of the message heard.
 infers the objectives of the speaker through
considerations of the type of speech event,
context, and content.
 recalls background information (schemata)relevant
to the particular context and subject matter.
Cognitive association through reception,
internalization of linguistic information needed to
produce language.
Eight Processes Involved in Hearing

The hearer
 assigns a literal meaning to the utterance. It
involves the semantic interpretation of the
surface structured and an intended
meaning; they are sometimes the same.
 needs to know how to get to the deep,
intended meaning.
 decides if info. should be stored in short or
longterm memory.
 deletes the original message and instead
retain it conceptually.
Eight Processes Involved in Hearing

Monologue
 Planned Monologue: speeches and other pre-
written material.
 Little redundancy.
 Relatively difficult to understand.
 Unplanned Monologue: impromptu lectures
and short stories in conversations)
 More redundancy.
 Easier comprehension.
 Presence of more performance variables and
other habitations.
Types of Oral Language

Dialogue
It involves two or more speakers
 Interpersonal Dialogues: social relationships.
 Transactional Dialogues: propositions or factual
information.
 The familiarity of the speakers will produce
conversation with more assumption, implications,
and other meanings hidden between lines.
Types of Spoken Language

 Clustering: chunking of info form a message in
meaningful blocks (clauses and phrases)
 Students are to be taught how to pick out
manageable clusters of words.
 Redundancy: rephrasing, repetition, elaboration, and
insertions (“I mean”, “You know”, “Well”).
 It gives the learners extra processing time and
information.
 Show them how to benefit from redundancy.
What Makes
Listening Difficult?

 Reduced Forms: they can be
 phonological (e.g. wanna, gotta).
 Morphological (contractions e.g. ‘d, ‘ll)
 Syntactic (e.g. “tomorrow, maybe”, “She’s
coming, I think”)
 Pragmatic (“She entered the room, furious, threw
her backpack, a yell is heard, “Mom, I’m home!”)
 Reduced forms are mostly difficult to learners
who have been exposed to full forms and
structures of the English language.
What Makes Listening Difficult?

 Colloquial language: idioms, slang, reduced forms,
shared cultural knowledge. They may be present in
monologues and dialogues.
 Rate of delivery: learners need to comprehend
language delivered at various rates.
 Stress, rhythm, and intonation: these prosodic
features of the English language are important to
comprehension.
 Interaction: students need to have skills in
negotiation, clarification, attending signals, turn
taking, and topic nomination, maintenance, and
termination when conversing with others.
What Makes Listening Difficult?

Let’s take a look at pp. 241-242!
Microskills of
Listening Comprehension

 Reactive: listen and repeat surface structure.
 Little meaningful purpose; it must be limited.
 E.g. Brief choral or individual drills focused on pronunciation.
 Intensive: focus on components (phones, words, intonation, figures
markets, etc.)
 Singling out of certain elements. E.g. Focus, question
intonation.
 Responsive: short teacher language that elicit mediate response.
 Students process the teacher talk and structure an appropriate
response.
 E.g. Asking questions, giving commands, seeking clarification,
checking comprehension.
TYPES of Classroom
Listening Performance

 Selective: long discourses from Which the listeners scans the material
selectively for certain information.
 The objective is for them to find important info in a field of
potentially distracting information.
 E.g. Speeches, media broadcasts, stories and anecdotes , and
conversations where learners are eavesdroppers.
 Extensive: aim to develop a top-down, global understanding of
spoken language.
 This may go from listening to lengthy lectures to a conversation,
deriving a comprehensive message or purpose.
 It may be complemented with note-taking and discussion.
 Interactive: it includes all previous types of participation (discussions,
debates, conversations, role-plays, and other pair and group work). It
is integrated with speaking.
TYPES of Classroom
Listening Performance

 Do not overlook techniques for the development of
listening comprehension competence.
 Each skill deserves special focus in appropriate
doses.
 Do not assume that input will always become
intake.
 Techniques should be intrinsically motivating.
 Take ss experience, abilities, and goals into account
as you design the class.
 Techniques should utilize authentic language and
context.
 Authentic and real-world tasks enable students to
see the relevance of the classroom activity.
PRINCIPALS FOR DESIGNING
LISTENING TECHNIQUES

 Carefully consider the form of listener's responses.
Comprehension is not externally comprehensible, we can only infer
Ss comprehension; therefore , design techniques so that Ss
responses indicate whether or not they have comprehended. Ways
to check ss listening comprehension:

 Encourage the development of listening strategies.
 Some 2L learners are not aware of how t listen.
 They need to be equipped with listening strategies
that go beyond the classroom:

 Include both bottom-up and top-down
listening techniques.
 Bottom-up: processing goes from sounds to
words, to grammatical relationships, to lexical
meaning, to a final message.
 Top-down: processing is evoked form a bank of
prior knowledge and global expectations, and
other background info that the listener brings
to the text.

WEEK 2
THE LESSON PLAN
Teaching

School Name:
Subject:
Grade:
Professor:
Date: ____ to ____

WEEK 2
OBSERVATION RUBRIC: ORAL
LANGUAGE CLASS
Teaching

Week 2 Teaching listening comprehension

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Week 2 Teaching listening comprehension