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Re-examining Listening Comprehension<br />JoAnn Miller, Editorial Macmillan<br />
Getting recordings<br />What to look for in a recording<br />Where to find recordings<br />The Internet<br />Recording ori...
ESL/EFL materials and authentic recordings<br />Clear presentation<br />Correct level for your students<br />Different dia...
Textbooks<br />Record from radio<br />Record your own<br />Use live from Internet<br />Download from Internet (podcasts) a...
Live from the Internet: ESL Sites with and without Exercises<br />
RANDALL’S ESL CYBER LISTENING LAB<br />Listen:<br />“First Date”<br />“Santa”<br />
Downloadable ESL sites<br />
English Listening Room<br />Note:<br />Only play on computer (RealPlayer)<br />
Non-ESL Sites<br />
Live<br />
How to record original materials<br />
Listen<br />
Now what do I do with my recordings?<br />
Listening is..<br />an interpretive process, creative listening<br />an active process<br />often interactive<br />based o...
process the linguistic forms, hear words <br />decipher the intention of the speaker, process, judge<br />cope with listen...
Aspects of Listening Comprehension<br />Listening Discrimination<br />Schemata building<br />Top-down or Bottom-up<br />Li...
Discriminate sounds and intonation patterns<br />Minimal Pairs:  ship / sheep  (/I/~/iy/)<br />Example:<br />That ship is ...
“Past experiences lead to the creation of mental frameworks that help us make sense of new experiences” <br />A student’s ...
“…listening is a process of decoding the sounds that one hears in a linear fashion, from the …phonemes…to complete texts.”...
segmenting the stream of speech into constituents, 	'abookofmine' = four words
using graphic clues to identify the information focus of the word
using grammatical cues to organize the input into constituents</li></ul>Bottom-up Processing<br />David Nunan, Second Lang...
Top-down Processing<br />“…listening actively…reconstructs…the original meaning of the speaker using incoming sounds as cl...
Inferring relationships, topic of the discourse, sequence
Adding missing details
Anticipating outcomes</li></ul>David Nunan, Second Language Teaching & Learning, Newburt House, 1999. p. 200-201.<br />
Top-down processing<br />Conscious use of strategies by the students<br />Can be trained<br />Listening Strategies<br />Da...
Strategies can be taught<br />Academic language learning is more effective with learning strategies<br />Mentally active l...
Setting (where and when)<br />Interpersonal relationships (who)<br />Mood, atmosphere, tone (how)<br />Topic (what)<br />S...
Strategies 2: Guessing Strategies<br />Predicting: Use schemata to guess what will happen.<br />Inferencing: Build on what...
Critical Thinking?<br />Critical thinking is the examination and test of propositions of any kind which are offered for ac...
Critical thinking :<br />a set of cognitive skills<br />the ability and intellectual commitment to use those skills to gui...
In groups look at the picture. What is happening? Which do you think the story will describe? Why?<br />Example<br />New A...
Listen to the story. Which picture illustrates it? <br />Example, continued<br />
Listen again and answer the questions:<br />--Where did the story take place?<br />--Who was the boy?<br />--What happened...
Pre-listening<br />Builds schemata<br />Listening<br />Strategy Building<br />Post-listening<br />Critical thinking<br />L...
Pre-listening: schemata building<br />Listen to the story. Which picture illustrates it? <br />
Listening<br />Strategy Building<br />Listen again and answer the questions:<br />--Where did the story take place?<br />-...
Discuss in groups:<br />	What would you do in the boy’s situation?<br />	Have you ever been in a life and death situation?...
Listen to a story and then retell it (gossip) (listening / speaking)<br />Listen to a radio show and then write an email t...
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Re-examining listening comprehension

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Presentation given in Panama, July 2010

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Transcript of "Re-examining listening comprehension"

  1. 1. Re-examining Listening Comprehension<br />JoAnn Miller, Editorial Macmillan<br />
  2. 2. Getting recordings<br />What to look for in a recording<br />Where to find recordings<br />The Internet<br />Recording original material<br />Using recordings<br />Our plan for today<br />
  3. 3. ESL/EFL materials and authentic recordings<br />Clear presentation<br />Correct level for your students<br />Different dialects <br />Native / Non-native speakers<br />Different age groups (children, “older people”)<br />What to look for in a recording…<br />
  4. 4. Textbooks<br />Record from radio<br />Record your own<br />Use live from Internet<br />Download from Internet (podcasts) and play as mp3<br />Where to find recordings…<br />
  5. 5. Live from the Internet: ESL Sites with and without Exercises<br />
  6. 6. RANDALL’S ESL CYBER LISTENING LAB<br />Listen:<br />“First Date”<br />“Santa”<br />
  7. 7. Downloadable ESL sites<br />
  8. 8. English Listening Room<br />Note:<br />Only play on computer (RealPlayer)<br />
  9. 9.
  10. 10.
  11. 11. Non-ESL Sites<br />
  12. 12.
  13. 13.
  14. 14. Live<br />
  15. 15.
  16. 16.
  17. 17. How to record original materials<br />
  18. 18.
  19. 19. Listen<br />
  20. 20.
  21. 21. Now what do I do with my recordings?<br />
  22. 22. Listening is..<br />an interpretive process, creative listening<br />an active process<br />often interactive<br />based on spoken English (purpose, syntax, organization, speed, less formal, paralinguistic features)<br />Essential Features<br />David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.<br />
  23. 23. process the linguistic forms, hear words <br />decipher the intention of the speaker, process, judge<br />cope with listening in an interaction<br />understand the whole message<br />The smoke thickened. John collapsed.<br />comprehend the message without understanding every work<br />recognize different genres, set formulas<br />Students must be able to…<br />David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.<br />
  24. 24. Aspects of Listening Comprehension<br />Listening Discrimination<br />Schemata building<br />Top-down or Bottom-up<br />Listening strategies<br />Critical Thinking<br />Multi-skilled activities<br />
  25. 25. Discriminate sounds and intonation patterns<br />Minimal Pairs: ship / sheep (/I/~/iy/)<br />Example:<br />That ship is big.<br />That sheep is big.<br />Listening discrimination<br />
  26. 26. “Past experiences lead to the creation of mental frameworks that help us make sense of new experiences” <br />A student’s schemata has to be activated so that he/she can understand the conversation<br />Example: My son’s thesis <br />Listen<br />Problems: cultural, educational, etc.<br />Schemata Building<br />David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 201.<br />
  27. 27. “…listening is a process of decoding the sounds that one hears in a linear fashion, from the …phonemes…to complete texts.”<br />“…meaning itself is the last step in the process.”<br />Includes:<br /><ul><li>listening to identify familiar lexical items
  28. 28. segmenting the stream of speech into constituents, 'abookofmine' = four words
  29. 29. using graphic clues to identify the information focus of the word
  30. 30. using grammatical cues to organize the input into constituents</li></ul>Bottom-up Processing<br />David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 200-201.<br />
  31. 31. Top-down Processing<br />“…listening actively…reconstructs…the original meaning of the speaker using incoming sounds as clues.”<br />“In the reconstruction process, the listener uses prior knowledge about the context and situation…” (schemata) <br />Includes:<br /><ul><li>Recognizing genre, situation, background
  32. 32. Inferring relationships, topic of the discourse, sequence
  33. 33. Adding missing details
  34. 34. Anticipating outcomes</li></ul>David Nunan, Second Language Teaching & Learning, Newburt House, 1999. p. 200-201.<br />
  35. 35. Top-down processing<br />Conscious use of strategies by the students<br />Can be trained<br />Listening Strategies<br />David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 36-37.<br />
  36. 36. Strategies can be taught<br />Academic language learning is more effective with learning strategies<br />Mentally active learners are better learners<br />Learning strategies transfer to new tasks<br />Strategies facilitate “information management”.<br />Strategy training teaches learners how to learn.<br />Listening Strategies: Justification<br />David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 38-39.<br />
  37. 37. Setting (where and when)<br />Interpersonal relationships (who)<br />Mood, atmosphere, tone (how)<br />Topic (what)<br />Strategies<br />David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. Chapter 6.<br />
  38. 38. Strategies 2: Guessing Strategies<br />Predicting: Use schemata to guess what will happen.<br />Inferencing: Build on what students hear to guess what will happen or what is really happening.<br />
  39. 39. Critical Thinking?<br />Critical thinking is the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not. <br />The critical faculty is a product of education and training. It is a mental habit …<br />William Graham Sumner, Sociologist, cited in Wikipedia (June 2006)<br />
  40. 40. Critical thinking :<br />a set of cognitive skills<br />the ability and intellectual commitment to use those skills to guide behavior.<br />Critical thinking does not include just:<br /> the acquisition and retention of information<br />or the possession of a skill-set which one does not use regularly<br />nor does critical thinking merely exercise skills without consideration of the results.<br />Wikipedia, June 2006.<br />
  41. 41. In groups look at the picture. What is happening? Which do you think the story will describe? Why?<br />Example<br />New American Inside Out, Elementary, Workbook, Unit 7, p. 30.<br />
  42. 42. Listen to the story. Which picture illustrates it? <br />Example, continued<br />
  43. 43. Listen again and answer the questions:<br />--Where did the story take place?<br />--Who was the boy?<br />--What happened to him?<br />--How did he feel?<br />c. Discuss in groups:<br /> What would you do in the boy’s situation?<br /> Have you ever been in a life and death situation?<br />Example, continued<br />
  44. 44. Pre-listening<br />Builds schemata<br />Listening<br />Strategy Building<br />Post-listening<br />Critical thinking<br />Listening Activity Organization<br />
  45. 45. Pre-listening: schemata building<br />Listen to the story. Which picture illustrates it? <br />
  46. 46. Listening<br />Strategy Building<br />Listen again and answer the questions:<br />--Where did the story take place?<br />--Who was the boy?<br />--What happened to him?<br />--How did he feel?<br />
  47. 47. Discuss in groups:<br /> What would you do in the boy’s situation?<br /> Have you ever been in a life and death situation? Tell your partner about it.<br />Post Listening: Critical Thinking<br />
  48. 48. Listen to a story and then retell it (gossip) (listening / speaking)<br />Listen to a radio show and then write an email to a friend about the ideas (listening / writing)<br />Talk to a friend about a TV program, watch it and then call your friend and comment on it (listening / speaking)<br />Read an article in a magazine and then listen to a radio program about the same topic (reading / listening)<br />Multi-skill Activities<br />
  49. 49. Practice<br />What kind of activities would you devise for this recording.<br />Pre-listening, listening, post-listening<br />Schemata, strategies, critical thinking, multiskill<br />
  50. 50. <ul><li>What kind of activities would you devise for this recording.
  51. 51. Pre-listening, listening, post-listening
  52. 52. Schemata, strategies, critical thinking, multi-skill</li></ul>New American Inside Out, Pre-Intermediate, Unit 11<br />
  53. 53.
  54. 54.
  55. 55. Handout available at: www.efltasks.net<br />Take time to look around….there are a number of downloadable and online activities for all levels<br />
  56. 56. Thank you very much<br />JoAnn Miller<br /> miller@room20.org <br />joannmillerj@gmail.com<br />Copies of the handout are available at:<br /> http://www.efltasks.net <br /> (Presentations)<br />Links at Delicious: Jabbusch<br />
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