- maintained a marginal place for some time, anxiety, stressListening involves multiple modes: Listening involves the interpersonal and interpretive modes of communication. It requires the listener to assume either a participative role in face-to-face conversations, or a non-participative role in listening to other people speak or present.Listening involves all varieties of language: In addition to listening to lectures and presentations in academic and formal settings, learners have also to partake or listen to exchanges that involve various levels of colloquialism. Listening involves "altered" and "reduced" language forms: In addition to dealing with the vocabulary and structures of the language, listeners have to learn to comprehend reduced forms of the language (e.g., I wanna go, Just a sec).Listening involves variable rates of delivery: Unlike a reading text that is at the learner's control, a listening text is constantly moving and at variable speeds that often cannot be controlled by the listener.
Listening is not passive but highly interactive….Prepare students through pre-listening activities top-down - starting from listener’s background knowledge; bottom-up –what did you do when you listened? Start from sounds, words and make sense of segmentInput – large amount necessary; how can we make listening an integral part of the curriculum?Authentic texts should be accessible yet challenging
If time permits….
PhasesActivate background knowledge and language components needed to comprehend the textMake assumptions about textStrategies (title, subtitles, …)No info unless they know nothing about topic!No vocab or lists before or after listening – do you agree?
Multiple layers of listening!First –global listening : get general gist of passage = "Holistic listening" means listening to the "whole" text "segmental listening" involves listening to specific "segments" of the textAllow students to listen to the text two or three times as a whole before going to intensive listening.Encourage student to focus on global meaning first and don't pose questions that ask them for details after the first listen.Encourage students to make assumptions after the first listen and verify them after the second listen.Focus your questions and attention at this stage on the segments of the texts that are accessible to the students in terms of vocabulary and structures. Always remember that students don't need to "get" everything in the text.
Intensive listening may target different goals such asgetting more detailed understanding of some segments of the text,transcribing certain segments in the text,guessing the meaning of a word or phrase from context,looking at certain grammatical structures in the text to see how they can aid comprehension, etc. - take place – anywhere!
a follow up to the listening activity and aims to utilize the knowledge gained from listening for the development of other skills such as speaking or writing. post-listening activities allow for recycling and further activation of vocabulary and structures as long as they are interesting and engaging and are carefully thought out.
Listening [module 4]<br />
Listening - introduction<br />Dr. Mahmoud al-Batal, Listening module instructor<br />Why is listening absent from many language programs?<br />What place does listening play in your course?<br />Why is listening an important skill?<br />
Why is listening important?<br />Represents a significant part of time we spend communicating<br />Serves as input in the target language<br />Promotes non-linear processing of language and encourages learners to develop "holistic" strategies to texts. <br />
What are the challenges to listening?<br />Think of your own experience as a language learner. To what extent were you engaged in listening activities inside class? In homework assignments? To what extent were you asked to do extensive listening the same way you were asked to do extensive reading?<br />As a teacher what do you perceive as the biggest challenges to incorporating listening in your class?<br />
What do you think?<br />Is listening a passive skill? Explain….<br />How does our schema help form expectations when listening to something?<br />How does listening involve top-down and bottom-up processes?<br />What is the importance of input?<br />To what extent should listening be based on authentic texts?<br />
Your turn…..<br />Based on the videos you watched in the first segment of the listening module, can you suggest five guiding principles that teachers should bear in mind when thinking of the listening skill? <br />
What do you think?<br />Simplified vs. authentic texts?<br />Group work during listening activities?<br />Engage students in discussion of strategies?<br />How many times to listen?<br />Dealing with students with lower proficiency levels?<br />
reflect<br />In your experience as a language learner, to what extent were you exposed to authentic listening materials? In what way have such materials affected the development of your own listening strategies? In what way will your experience as a learner shape your own approach as a teacher to authentic listening materials?<br />
Pre-listening<br />What should pre-listening consist of?<br />What tips are presented about pre-listening?<br />
While listening<br />What should the student be doing while listening?<br />
Intensive listening<br />How would you define this and where should it take place?<br />
Post listening<br />What is post-listening?<br />What kind of post-listening activities do you think would be most beneficial to your students?<br />
Thoughts?<br />Lesson 3 includes a listening activity in the AswaatArabiyyaArabic for the Advanced level.<br />Are the different stages clear?<br />What were the strengths of the lesson? Any challenges?<br />
Conclusion<br />Importance of input<br />Importance of training / strategies<br />Time/regularity of listening in the classroom<br />
See you next week!<br />For next class:<br />Read “reading” module<br />Reflection #5<br />By October 5 (UF) or 7 (SC) - Portfolio 1 due!<br />