This document discusses listening skills and strategies for teaching listening. It addresses the differences between listening, reading, speaking and writing. Listening is defined as a receptive skill that involves hearing and neurological processing of auditory stimuli. Effective listening requires both bottom-up processing of individual sounds and top-down use of context and prior knowledge. The document provides examples of classroom activities to develop L2 listening abilities, such as having students listen to recordings and complete tasks, or use transcripts to understand discourse markers.

1. LISTENING...

2. IN THE LIGHT OF...
WRITING

3. RECALLING PREVIOUS...

4. ACTIVATION!!!!

5. ANSWERS
1- Listening is a productive skill. (FALSE)
2- There are three different listening types: informational, evaluative,
and relational. (TRUE)
3- The most basic skill in listening activities is paying attention. (TRUE)
4- Listening is a receptive skill. (TRUE)
5- Listening is a biological process.( FALSE)
6-Listening is a neurological cognitive regarding the processing of
auditory stimuli received by the auditory system. (TRUE)
7- Listening is a passive process. (FALSE)
8- One of the listening stages is hearing. (TRUE)

6. RELATIONS BETWEEN THE SKILLS
WRITING
Both are
productive.
READING LISTENING
SPEAKING

7. top down
discourse bottom up
activation of schematic knowledge
contextual knowledge metacognition
pragmatic knowledge
monitoring
regulating management
content schemata metacognitive planning
formal schemata
schematic knowledge prior knowledge

8. One more round to go!!
TASK FLEXIBILITY
COMMUNICATION STRATEGIES
RECIPROCAL
SITUATION-SPECIFIC
COMPENSATORY STRATEGIES
NONRECIPROCAL
LISTENER-INTERNAL

9. Teaching Listening from a Discourse
Perspective
Listening (utterances) Written form
Clear co-text “Catch m´. ! dont let m´ escape!” Catch them!, Don’t let them
escape
Stress “My brother is sixteen, not seventeen.” My brother is sixteen, not
seventeeen.
Pauses “Are you ready to eat grandma?” Are you ready to eat, grandma?
Intonation “Jimmy is eating pizza” Jimmy is eating pizza?

10. Top down strategies
Opening words
Professor:
“Today you are going to listen to someone speaking
about the causes, consequences and the global
historical impact of the French Revolution”.
Students:
French Revolution
Causes Consequences Global historical
impact

11. Get the GIST

12. How effective are communications in the virtual
era? While cell phones have allowed us to
engage in different forms of contact quickly,
some times, when we communicate with
another person, it is difficult for us to write what
we mean in the way we want to say it and that
our listener understand exactly what we are
expressing . This short film written by Dani
Montes entitled "YO TB TQ" presented at the
First SOHO Shorts Festival Express Málaga
fastival, tells two fabulous stories.

13. The first part presents a chat by WhatsApp
between a couple; and the second, a casual
conversation between another couple. Both
stories say exactly the same, but show how the
way of saying things determines the course of
their lives. An excellent video for reflection.

14. Yo tb tq, o como el whatsapp arruina
relaciones

15. Traditional characteristics of the 4 skills
Writing-reading
-Time to think of what to say
-Draft and correction
-Unknown context of the
receiver (feelings, situation)
-Need to create context in
the same limited ability of
the words
-Delayed or impossible
feedback
-Unilateral discourse
Speaking-listening
communication on the spot
immediate feedback
known receiver
known context
continuous change of roles

16. Modern ways of communication
Email
At the beginning it
demanded to be
connected through a
computer. Usually at
job

17. Text
messages
Each message was
paid, so it needed
concision.

18. Messenger-Whatsapp
● Communication on the spot but time for correction.
● Known receiver and context, but no so (feelings,
situation)
● Immediate feedback, but not so.
● Continuous change of roles, but not so.
● Adaptation of spoken language to written form, in order
to convey meaning.
● It created a new language, different from any other.

19. En línea
A- Hola
B- :)
A- Todo bien?
B- Yep.
B- Toy llendo al
cole.tudiaste escrita?
A- Sí
A- Vos?

20. B- seeeeeeee
B- no sabes!!!!!!!!
B- jajajaja
A- Pero deberías estudiar. Así no te vas a
recibir nunca.
B- c v q ya ni m importa
B- juaz
A- En lugar de salir tanto deberías dedicarte
más

21. B- Buuuuuuuuuu
B- callaaaaaat
B- jajakajaajak

22. B- Buuuuuuuuuu
B- callaaaaaat
B- jajakajaajak

23. PEDAGOGICAL STRATEGIES AND PRIORITIES
USEFUL EXERCISES AND ACTIVITIES FOR L2 LISTENERS:
● TEACHERS CAN RECORD RADIO OR TV BROADCASTS TO GIVE STUDENTS
AN OPPORTUNITY TO EXPERIENCE MULTIPLE LISTENINGS AND CARRYING
OUT A VARIETY OF TASKS.
● A FAITHFUL TRANSCRIPT OF A LECTURE OR CONVERSATION HELPS
LEARNERS SEE THE DISCOURSE FUNCTION OF ITEMS SUCH AS CUE
WORDS OR DISCOURSE MARKERS.
● LISTENING TASKS THAT RESEMBLE GAMES AND SIMULTANEOUSLY
FOCUS ON IDENTIFICATION AND RECOGNITION OF SPOKEN SEQUENCES
ARE HELPFUL FOR YOUNGER LEARNERS TO DEVELOP GOOD LISTENING
STRATEGIES.