Teaching Lisening Strategies


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Teaching Lisening Strategies

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Teaching Lisening Strategies

  1. 1. Is receiving language/input through the ears • Involves identifying the sounds of speech and processing them into words and sentences. • Background knowledge and linguistic Teaching Listening
  2. 2.  Receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us.  Strategies for identifying sounds
  3. 3. GOALS FOR TEACHING LISTENING  Create estrategies for the comprehension of aural imput iside and outside the classroom.  Identify relevant and non-relevant information.  Tolerate less than word-by-word comprehention.  Develop Ss’ awareness of the listening process.  Allow Ss to practice authentic listening tasks.
  4. 4. METACOGNITIVE ESTRATEGIES Before listenign  Decide in advance what to listen for.  Decide if more linguistic or background knowledge is needed.  Decide whether to enter the text from the top down or from the bottom up.  Assess Ss’ background knowledge of the topic and linguistic content of the text.
  5. 5.  Activate Ss’ previous knowledge.  Clarify any cultural information which may be necesary to comprehend the passage.  Make Ss aware of the purpose(s) of the listening activity.  Provide opportunities for collaborative work and discussion activities.
  6. 6. PRE-LISTENING ACTIVITIES  Looking at pictures, maps, diagrams or graphs  Reviewing vocabulary or grammatical structures  Reading something relevant  Predicting the content of the listening text  Going over the directions for the activity  Doing guided practice
  7. 7. During listening  Verify predictions and check for inaccurate guesses  Decide what is and is not important to undertand  Listen again to check comprehention  If the Ss are to complete a written task during or inmediately after listening, allow the to read trough it before listening.
  8. 8.  Keep writing to a minimum during listening.  Organize activities so that they guide listeners trough the text.  Use questions to comprehention.  Use predicting for monitoring Ss’ comprehention as they listen.  Give immediate feedback whenever possible.
  9. 9. WHILE-LISTENING ACTIVITIES  Listening with visuals.  Filling in the graphs and charts  Following a route on a map  Checking off items in a list  Listening for the gist  Searching for specific clues to meaning
  10. 10. After listening  Evaluate comprehention  Evaluate overall progress  Decide if the strategies used were appropiate  Modify strategies if necessary
  11. 11. AUTHENTIC MATERIAL AND SITUATIONS “Using the language outside the classroom” One-way communication  Radio and TV programs  Public address announcements  Speeches and lectures  Telephone customers service recorddings
  12. 12. Two way communication The listener focuses on the speaker’s meaning rather than the speaker’s language.
  13. 13. Strategies for Developing Listening Skills “Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication”. 1. Top-down stratrategies.- listening for the main idea, predicting, drawing inferences, summarizing. 2. Bottom-up strategies.- listening for specific deatils, recognizing cognates, recoganizing word-order patterns 3. Metacognitive strategies.- planning, monitoring and evaluating.
  14. 14. Difficulty of the listening text  How is the information organized.- main ideas first, details and examples second.  How familiar are the Ss with the topic.- background knowledge.  The text involve multiple individuals and objects; Are they clearly differenciated? More marked differences make comprehention esaier.  The text offers visual support.- maps, diagrames, pictures or images in a video.
  15. 15. LISTENING STRATEGIES (textbook audio and video) 1. Plan for listening/viewing  Review the vocabulary  Review the worksheet  Review any information 2. Preview the video  View the video without sound  Identify the kind of program  Make a list of predictions about the content  Develope intensive and extensive listening/viewing
  16. 16. 3. Listen/view intensively section by section  Jot down key words you understand  Answer the worksheet questions pertaining to the section  Write a summary of the section 4. Monitor comprehention  Does it fit with the predictions you made?  Does your summary for each section make sense in relation to the other sections. 5. Evaluate the listening comprehention progress.
  17. 17. ASSESSING LISTENING (post-listening activities)  Evaluate listening skills  Extend the knowledge gained to other contexts  Post-listening activities must reflect the real-life uses  It must have a purpose other than assessment  It must require Ss to demostrate their level of listening comprehention
  18. 18. Bibliography  National Capital Language Resource Center (NCLRC). (n.d.). The essentials of language teaching. Retrieved April 23, 2007 from http://nclrc.org/essentials.  “Listening in a foreign language” by Ana Maria Schwartz, in Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed.; Washington, DC: Center for Applied Linguistics, 1998) recuperado de http://www.nclrc.org/essentials/listening/liindex.ht m
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