TEACHING LISTENING

3rd WTDC Multiple Choices July 2011

Why is Listening so important?

How our Communication Time is Spent in a day
Writing 9% Reading 16%

Listening 45%

Speaking 30%

The Challenge
To
To

integrate skills

provide opportunities for authentic communication contexts give a reason for communication (information gaps)

To

To

assess these skills in an objective manner

The Listening Quiz

TO DETERMINE YOUR LISTENING QUOTIENT TAKE THIS TEST. ANSWER YES OR NO

YES

NO

1.I anticipate what people will say next as they are speaking. 2.I'm constantly judging the merit of what people say from the very first sentence. 3.I discount what other people say,if they don't agree with my opinions and values. 4.I rarely pay attention to people's nonverbal cues (such as body language and facial expressions). 5.I let my biases and opinions affect my ability or willingness to listen to what some people say

YES

NO

6.I prepare what I'm going to say in response while the other person is talking. 7.I often interrupt people to speed along a conversation or to inject my opinion. 8.If I disagree with people, I interrupt them immediately to set the record straight. 9.Most of the time, I am ready with a response right when the other person stops talking. 10.If the other person is long winded or boring, I stop listening. 11.When I stop paying attention to someone, I try to look like I'm listening anyway. 12.When I know what people are going to say, I don't wait for them to finish, but answer right away.

ANSWERS NO

If your score is 10 or more, you're a skilled listener.You have what it takes to be a gifted leader. If your score is 7 to 9, you're well within the average range. People probably wouldn't call you a bad listener. They might just think you're inattentive or too busy or distracted to pay attention. If you scored fewer than 7 times,you need help.

Vdeo

LISTENING

LETS TRY ONE??? HOW WAS IT???

What Makes Listening Difficult?

Clustering

Repetition
Reduced

forms Performance variables Colloquial language How fast someone speaks Stress, rhythm, and intonation Interaction

Reasons why our students dont do or dont like doing the Listening Activities -Lack of time - Most of the time they say they didnt understand the speaker -The listening is too fast (is it?) -They say its boring -Linking Sounds -Intonation

What happens when a student doest do the Listening Activity? What are we supposed to do when we notice that the student has cheated? What if the student is very weak, he doesnt participate, he is totally lost in class and his Homework (the Listening Part) is perfect?

Principles for Teaching Listening

1.

Expose students to different ways of processing information

Bottom-up vs. Top-down Interactive

2. 3. 4.

Expose students to different types of listening Teach a variety of tasks Consider text, difficulty, and authenticity

Helgeson, 2003

What does a listener need to know before listening???

The

speakers voice Lenght of text Intended audience and audiences role. Relationship between listener and speaker Function of the text ( inform, entertain, etc) Information about the topic Specialised vocabulary What they need to do

Listening Activities
Bottom-up decoding smallest units phoneme and syllables to lead us towards meaning Top-down background knowledge to predict content.

Top-down is based in parts on the listener, much of the comprehension relies on what happens in the mind before the listening has even begun, whereas the bottom-up approach depends more on the sounds heard.

Top-down
Listening

for the main idea Predicting Drawing inferences Summarizing

Bottom-up
Listening

for specific details Recognizing cognates Recognizing word-order patterns


1.

Pre-listening
Active schemata: What do I know? Reasons: Why listen? Prediction: What can I expect to hear? While-Listening Monitor: Are my expectations met? Monitor: Am I succeeding in the task? Post-Listening Feedback: Did I fulfil the task?

2.
3. 1. 2. 1.

Pre-Listening
Predicting

Estabilishing

reasons for listening Generating questions Pre-teaching vocabulary Things to avoid during the pre-listening stage

Why While-Listening Activities?

Listening

for gist Listening for detail Inferring Note-taking

Post-Listening

Reflecting Checking and summarizing Discussion Creative responses Critical Responses Information exchange Problem solving Deconstructing/Reconstructing the listening task.

Listening Strategies

Teach student how to listen

Looking for keywords Looking for nonverbal cues to meaning Predicting a speakers purpose by the context of the spoken discourse Associating information with ones existing background knowledge (activating schema) Guessing meanings Seeking clarification Listening for the general gist For tests of listening comprehension, various testtaking strategies

How would you do the Pre Listening with the following Books? BOOK 3 LISTENING LESSON 24
-Do you think employees should work overtime? - I cant talk to them now - What should I say to them? -Could I have your keys, please? -We must study more

BOOK 4 LISTENING LESSON 12 -Do you agree with the following statement: You can only learn when you are ready
to be taught? Why or why not?

LISTENING LESSON 20
-You are a supervisor at a factory.The employees in your department want to go on strike for batter salaries. Your boss doesnt want to raise their salaries and said that he would fire whoever went on strike.What would you do? -LESSON 24 - Its summer in Utah. You are going to spend three weeks on a backpacking trip in the Rocky Mountains. You have to take all the supplies you will probably need, because you wont be near any stores during this time. What would you take with you and why?

What about the Listening from the Reviews ( Book 4) when we have to dictate. Do you ask them to write the questions or just the answers?

TO DRIZZLE

WATER SPLASH THUNDERCLAP A CRASH OF THUNDER