1. “MOVING TOWARD A MORE
AUTHENTIC LISTENING PRACTICE”
Carol Numrich
TESOL „13, Dallas, Texas
American Language Program, Columbia
University
Pearson ELT
can1@columbia.edu
3. PRACTICAL SOLUTIONS
Authentic source material
Was this material produced for a native speakers’ ears?
Use of unedited authentic listening material
Authentic listening purpose
Would native speakers ever listen for this reason?
Purposes that match real reasons for listening.
Authentic listening task
Do native speakers ever do this / attend to this while listening?
Give listening tasks that match real-life situations.
5. Authentic Content on the Web
• Beginner Level
Real English
http://www.real-english.com/
• Intermediate Level
Movie Trailers
http://www.learnenglishfeelgood.com/eslvideo/index.html
• Advanced Level
TED lectures
http://www.ted.com/
6. Authentic Listening Genres
easy
• Conversations
• Announcements and Ads
• Radio interviews
• Radio reports
• Lectures
• Commentaries more difficult
9. Debate: Is Marriage Necessary?
• Take Notes to Prepare
Focusing on the facts about current marriage practices will prepare you to conduct a
debate in the exercise that follows.
Listen to the interview again. Take notes on the issues concerning current marriage
practices. Main topics and some examples have been provided for you.
Marriage is on the decline.
U.S. census – sharp drop in married population
_________________________________________________________
_________________________________________________________
More and more unmarried couples are cohabitating.
invisible – count as single people
__________________________________________________
__________________________________________________
More children are born out of wedlock.
__________________________________________________
__________________________________________________
10. Oral Presentation: International Traffic Problems
• Take Notes to Prepare
Focusing on the problems drivers face will prepare your oral presentation in the exercise that follows.
Listen to the interview again. Take notes on the issues drivers face in today’s world. Main
topics and some examples have been provided for you. Use your notes to help you prepare
for your own oral presentation on driving/traffic issues in another country.
Improvements in driving:
cars are safer
_________________________________________________________
_________________________________________________________
What unnerves drivers:
__________________________________________________
__________________________________________________
Distractions that can cause car crashes:
__________________________________________________
__________________________________________________
Problems with drivers:
__________________________________________________
__________________________________________________
11. Listen to reinforce “read” material
• Read the play
• Watch the movie version
• See the performance on Broadway
26. Text #3: Audio script of NPR interview
• UNIT 5 • of Yale University. She is the study‟s first author and • Hamilton: Kim says many of the children were
• Is Autism Underestimated? • was born in South Korea. • probably missed because they didn‟t misbehave, and
• III. LISTENING (page 62) • Young-Shin Kim (Yale University): I had some • they weren‟t failing academically.
• Steve Inskeep, host: And we‟re going to hear now about a new autism • expectation that it‟s going to be a little higher • Kim: These children could function at a level that
study that surprised even the people who‟ve been tracking it for years. • than the previous studies because we‟re including • was expected to do, even though they were having
The number of children diagnosed with autism keeps • children from the general population that were • a lot of difficulties with their peers and social
• going up, but it‟s not clear if that‟s because autism • understudied in the past. But the extent—that was a • engagement.
• is becoming more common, or because parents, • surprise to us. • Hamilton: Also, Kim says, autism carries a severe
• teachers, and researchers have become better at • Consider the Issues Audioscript 27 • stigma in South Korea, so some parents may have
• identifying it. So researchers set out to find every • Hamilton: Kim says many of the children were • ignored telltale behaviors. And she says many were
• child with autism in a single community. NPR‟s Jon • probably missed because they didn‟t misbehave, and • upset to learn that they had a child on the spectrum.
• Hamilton reports that those researchers came up with • they weren‟t failing academically. • Kim: Some of the parents were yelling at us, like,
• a number that is higher than anybody expected. • Kim: These children could function at a level that • “You guys are crazy. My child is OK,” and getting
• Jon Hamilton: Most efforts to identify children • was expected to do, even though they were having • really angry about it. Some of the parents were
• with autism focus on kids in special education • a lot of difficulties with their peers and social • shocked. Some are devastated. But some are like,
• classes, or those known to have language or learning • engagement. • “Oh, my God, now it makes sense. Actually, I‟m
• problems. Roy Richard Grinker, of the George • Hamilton: Also, Kim says, autism carries a severe • so happy that, actually, you told me that because I
• Washington University, is part of a group who • stigma in South Korea, so some parents may have • couldn‟t make any sense out of my child.”
• thought this approach might be missing a lot of kids • ignored telltale behaviors. And she says many were • Hamilton: The authors say maybe we shouldn‟t
• on the autism spectrum. • upset to learn that they had a child on the spectrum. • be surprised that autism is so common. After all,
• Professor Roy Richard Grinker (Anthropology, • Kim: Some of the parents were yelling at us, like, • brain disorders, like depression and anxiety, occur
• George Washington University): What we wanted in the online • “You guys are crazy. My child is OK,” and getting • in several percent of the population as well. And
• edition of the American Journal of Psychiatry. Jon • really angry about it. Some of the parents were • Leventhal says the implications of this study are
• Hamilton, NPR News. • shocked. Some are devastated. But some are like, • global. He says there are good reasons to identify
• to do was to go beyond that and pick a medium-sized • “Oh, my God, now it makes sense. Actually, I‟m • all kids with autism, even if they aren‟t failing in
• city where we could look at every child. • so happy that, actually, you told me that because I • school.
• Hamilton: The city they chose is not in the U.S. • couldn‟t make any sense out of my child.” • Prof. Leventhal: They‟re socially awkward and
• It‟s Goyang in South Korea, not far from Seoul. • Hamilton: The authors say maybe we shouldn‟t • they have trouble making friends. They get in trouble
• Grinker says it‟s an ideal place for this kind of study • be surprised that autism is so common. After all, • because their behavior is a little odd. And then when
• because the government makes sure every child • brain disorders, like depression and anxiety, occur • we teach them their skills, they actually can fit in
• goes to school. But he says South Korean officials • in several percent of the population as well. And • better and succeed better. Is it perfect? No, but it‟s
• and educators had thought autism was quite rare. • Leventhal says the implications of this study are • better than not.
• The group‟s five-year study of 55,000 children from • global. He says there are good reasons to identify • Hamiliton: The new study appearsn: The new study appears in the
• seven to twelve showed otherwise. • all kids with autism, even if they aren‟t failing in online
• Prof. Grinker: We found a prevalence of 2.64 • school. • edition of the American Journal of Psychiatry. Jon
• percent. That is two-and-a-half times what the • Prof. Leventhal: They‟re socially awkward and • Hamilton, NPR News.
• estimated prevalence is in the United States. • they have trouble making friends. They get in trouble
• Hamilton: Grinker says the South Korean study • because their behavior is a little odd. And then when
• probably produced such a high figure because it • we teach them their skills, they actually can fit in
• screened and then tested a whole lot of kids who • better and succeed better. Is it perfect? No, but it‟s
• seemed to be doing OK. • better than not.
• Prof. Grinker: Two-thirds of the children with • Hamilito No.
• autism that we ended up identifying were in • Hamilton: Neither did his wife, Young-Shin Kim
• mainstream schools—unrecognized, untreated. • of Yale University. She is the study‟s first author and
• Hamilton: The team of Korean and American • was born in South Korea.
• scientists who carried out the study say the result • Young-Shin Kim (Yale University): I had some
• doesn‟t mean there‟s something different about • expectation that it‟s going to be a little higher
• South Korean children. Bennett Leventhal of New • than the previous studies because we‟re including
• York University Medical Center is one of the study‟s • children from the general population that were
• authors. • understudied in the past. But the extent—that was a
• Professor Bennett Leventhal… No. • surprise to us.
• Hamilton: Neither did his wife, Young-Shin Kim • Consider the Issues Audioscript 27
27.
28. Bottom-up Processing
• Vocabulary / Word usage
• Intonation patterns
• Discourse features
• Word / syllable stress
• Phonemic discrimination
29. Phonemic Discrimination
I won’t go to Dallas.
I want to go to Dallas.
---------------------------------
I’ve lived in Dallas for 3 years.
I lived in Dallas for 3 years.
Many benefits to including authentic material: 1. better preparation for the real world a. fast, spontaneous speech with all the hesitations, redundancies that occur in everyday communications b. exposure to different varieties of language (regional dialects, accents) 2. engagement; motivation: the affective response of students (not to mention Ts!) a. students know (hear!) the difference when they listen to material that has/has not been specially prepared for their ears b. studies have shown that L2 learners prefer authentic content, even when it is a bit challenging
Definition: “listening material that is intended for a native-speaker audience” (not designed specifically for language learners)Advantages of non-authentic: -controlled proficiency level -simplified vocabulary and grammar -ability to incorporate what you want to teach -clear audio; standard EnglishAdvantages of authentic: -variety of dialects -natural speech -interest level is usually higher -less standard English = real world
With the internet, authentic content abounds! From Real English for beginners, to movie trailers for intermediate students, to TED lectures for advanced students…there is no longer a paucity of rich, authentic materials to exploit for language learning.
Conversations = .interactional .use of 1st and 2nd person .less varied vocabulary .characterized by hedges .more use of first person .use of conjoined clauses (and, but) .contextualized meaning can be clarified (repetitions, paraphrases)Announcements and Ads .short; direct; 1 messageRadio interviews: .interactional .use of contractions, hesitations, repetitions .simpler grammatical structuresRadio reports: .less back-and-forth .more use of written language (some prepared speech) .3rd person .complex clauses .reported speechLectures: .notes; some prepared text .more use of clauses and modifying phrases .more use of metaphorsCommentaries .”oral essay” .academic writing delivered orally
WHY are we listening to a piece of listening. Is there a real reason? Would native speakers ever listen to this for the same purpose we are asking our students to listen?Teachers need to distinguish between what learners are required to do as language learners and what they are required to do as language users.Inauthentic purpose Authentic purposee.g. my publisher asked me to incorporate L & NT into my books using National Public Radio material… .do native speakers ever take notes while listening to radio broadcast? .why might they??? I came up with a solution: listen for specific information to help in a task which could incorporate ideas from the broadcastHere are two examples from Consider the Issues:
After working on listening comprehension, students take notes on facts presented in the interview that can help them prepare their debate.
After working on listening comprehension, students take notes on issues that are mentioned in the interview that can help frame their research into traffic problems around the world for an oral presentation.
Authentic purpose in listening from my class last week: Students read and studied the play, “Cat on a Hot Tin Roof,” in class. They then watched excerpts from the 1958 movie with Paul Newman and Elizabeth Taylor. They then saw the Broadway play with Scarlett Johansson last week! The listening purpose was authentic as they compared their understanding from reading with the actors’ performance on stage.
Definition: “an activity in which there is a correspondence between the classroom task and characteristics of target language use.”The degree of authenticity affects learner’s perceptions of listening activity and, consequently, their performance. When the perception is positive, students give a positive affective response.
In developing listening tasks, we need to consider the top-down as well as bottom-up processes of listening. Both processes are important. Sometimes the two can happen simultaneously.
These are the 3 classic types of top-down processing listening tasks.Main ideas= get the gist, recognize the topic or theme, predict the outcome or continuationDetails=determine relevant, most important information that supports those main ideasInference=determine contexts, feelings, emotions, motives, speaker’s stance
Here is a typical example from Consider the Issues. Students write main ideas in their own words, with the help of a key word and a signal to break up the main parts of the interview.
Students listen again, this time focusing on relevant details for those same parts.Some teachers question the effectiveness of M/C in teaching listening. But Chung, in a 2002 study, found that multiple choice questions, have greater influence on improving listening comprehension than open-ended questions. Chung’s study supports my own experience teaching listening.
In CTI, certain excerpts are pulled out for inference questions. Here students listen for attitudes and speaker’s intention in asking a particular question. Inference is perhaps the most important listening skill for academic achievement. Inference questions have become more
Garcia (2004) supports a more targeted focus on pragmatic comprehension by using authentic language samples beyond the literal meaning of an utterance, including “sociolinguistic knowledge and context analysis.”Another top-down example of inference is illustrated by the following example in which students listen to an excerpt and infer the power and roles in discourse. Through this context, they infer that George Soros, a powerful, billionaire, has actually lost power in his interview with Susan Stamberg, who basically tell him what she wants him to say. He accommodates.
Here’s an example of why inference in listening is so important:My advanced students presented this ad as an example of a pro-Obama campaign ad. They totally missed the point that this was a mockery of him.What is the real message?Who might have created this ad?Irony is difficult for students!
The 3 types of listening exercises on the TOEFL iBT exam are the following:Connecting information, synthesizing text, has received a lot of attention in the last couple of years in both reading and listening comprehension. Many years ago, Widdowson (1978) pointed out that many language use tasks involve more than one skill and that we should make classroom practice reflect these natural uses as much as possible.
In CTI, students synthesize information from different texts throughout the unit.In the same unit on Autism that we heard excerpts from, students read a graph…
They read background information about autism (focusing on vocabulary)…
They listen to an authentic NPR report (here is the audioscript)…
…and finally they read a true case study about a child with autism.In order to present their ideas in role play in which they take on the roles of Mickey’s parents, the teachers, the school administrators…., they have to integrate the concepts from 4 different texts and synthesize information to reach a decision about what to do with Mickey in school.
Helping students listen for vocabulary, word choice, stress, even phonemes provides them with the building blocks necessary for authentic listening experiences.In recent years, not enough work has been done on learners’ perception skills as listening often served other goals, like providing content or initiating good discussions. Field writes, “many high-level breakdowns of communication originate in low-level errors.” Now a case is being made by many researchers to include perception work in listening comprehension activities.
Small words carry a lot of weight….Here, in CTI, students are asked to focus on a simple pronoun,they. Just as native speakers might do while listening, students listen to try to determine who the speaker is referring to when she uses the pronoun “they” and then they try to explain why.
Native speakers also attend to intonation patterns for meaning. We may detect attitudes of questioning oneself, sarcasm, or the fact that an idea is still unfinished just by listening to intonation. Here, students listen for contrast. They pay attention to which things are being contrasted.
Native speakers can detect the reporter’s opinion here. He is using reported speech to report what happens in Japan in terms of killing whales. But notice how he interjects his own opinion with just 3 words: “what it calls.” This is an example of bottom-up listening that can help students understand pragmatics, in this case, a speaker’s stance. It’s an authentic task as it matches what native speakers do when they hear such a statement.
Native speaker’s will understand how meaning changes when different words are stressed. Students need practice in this area.
Even the bottom-up skill of distinguishing and pronouncing specific phonemes can help students. Korean students, in particular may have a problem with the “u” sound. After listening to distinguish the two sounds in English, they practice pronouncing minimal pairs.
To conclude, our listening lessons can be more authentic, not just in terms of the source material we choose, but also in terms of purpose and task. If we tailor listening materials for more authentic purposes and tasks, we increase student motivation and engagement.QUESTIONS?
