The document discusses important concepts and strategies related to teaching listening skills to second language learners. It describes the difference between top-down and bottom-up listening processes, and how both are needed for effective comprehension. Top-down listening involves using context and background knowledge, while bottom-up listening focuses on decoding individual sounds and words. The document provides advice on activities to teach specific listening strategies like prediction, monitoring, and evaluation. It also discusses the importance of exposing learners to authentic listening materials like phone conversations and voicemails to improve their interpretive skills.
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
The document discusses the Universal Grammar approach to linguistics and language learning. Some key points:
- Universal Grammar was developed by Noam Chomsky and posits that humans have an innate, biologically determined language acquisition device.
- Linguistic theory aims to describe the mental representations of language and determine what properties are universal across languages versus how they can differ.
- Universal Grammar proposes that all languages are constrained by a set of universal principles and parameters. Parameters allow for cross-language variation.
- Applying this to second language acquisition, some researchers believe learners are constrained by Universal Grammar in developing their second language grammar, while others believe Universal Grammar may be impaired or limited for second language learners.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
AntConc is a freeware corpus analysis toolkit designed for use in technical writing classrooms. It includes tools like a concordancer, word frequency generator, cluster analysis, and more. It has an intuitive interface and works on Windows, Linux, and Unix systems. Future updates will improve speed, add new features like viewing collocates, and better support annotated data.
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
This document discusses error analysis in second language learning. It begins by defining error analysis and distinguishing between errors and mistakes. Four main models of error analysis are described: Corder's 3 stage model, Ellis' elaboration, Gass and Selinker's 6 step model, and Richards' classification of error sources. Errors can be classified linguistically or by the process involved. The significance of errors for learners, teachers and researchers is explained. Pedagogical implications include using findings to prevent errors and provide feedback and correction.
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
The document discusses the Universal Grammar approach to linguistics and language learning. Some key points:
- Universal Grammar was developed by Noam Chomsky and posits that humans have an innate, biologically determined language acquisition device.
- Linguistic theory aims to describe the mental representations of language and determine what properties are universal across languages versus how they can differ.
- Universal Grammar proposes that all languages are constrained by a set of universal principles and parameters. Parameters allow for cross-language variation.
- Applying this to second language acquisition, some researchers believe learners are constrained by Universal Grammar in developing their second language grammar, while others believe Universal Grammar may be impaired or limited for second language learners.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
AntConc is a freeware corpus analysis toolkit designed for use in technical writing classrooms. It includes tools like a concordancer, word frequency generator, cluster analysis, and more. It has an intuitive interface and works on Windows, Linux, and Unix systems. Future updates will improve speed, add new features like viewing collocates, and better support annotated data.
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
The document discusses the stages of learner language development according to Corder (1973). There are four stages: 1) the random/presystematic stage where learners make random errors with little awareness of rules, 2) the emergent stage where learners begin discerning patterns but may regress, 3) the systematic stage where learners demonstrate more consistency and can self-correct, and 4) the stabilization/fossilization stage where errors are relatively infrequent and fluency is achieved, though some errors may persist. Variability in learner language is also discussed.
This document discusses error analysis in second language learning. It begins by defining error analysis and distinguishing between errors and mistakes. Four main models of error analysis are described: Corder's 3 stage model, Ellis' elaboration, Gass and Selinker's 6 step model, and Richards' classification of error sources. Errors can be classified linguistically or by the process involved. The significance of errors for learners, teachers and researchers is explained. Pedagogical implications include using findings to prevent errors and provide feedback and correction.
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Theories of PSYCHOLINGUISTICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory.
Bilingualism refers to proficiency in two or more languages. About half the world's population is bilingual. Children can become bilingual by acquiring two languages simultaneously from birth or learning a second language after mastering the first. Bilingualism exists on a spectrum from balanced proficiency in both languages to dominance in one. Being bilingual provides cognitive advantages such as better concept formation and analogical reasoning skills.
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
Psycholinguistics is an interdisciplinary field that studies the cognitive and neurobiological factors that enable humans to acquire, comprehend, and produce language. It examines the psychological processes underlying language use and how linguistic concepts are represented in the mind. Psycholinguistics draws on ideas from linguistics, psychology, cognitive science, and other fields to understand how humans process language through speaking, listening, reading, and writing and how language is acquired. The goal of psycholinguistics is to understand the structures and processes that underlie humans' remarkable ability to use language.
This document discusses Jim Cummins' theory of BICS and CALP. It distinguishes between context-embedded communication, which provides more contextual clues, and context-reduced communication, which provides fewer clues. It notes that acquiring basic interpersonal skills (BICS) in a second language takes less time than cognitive academic language proficiency (CALP). The Common Underlying Proficiency theory holds that proficiency in a first language supports proficiency in a second. Achieving academic proficiency takes longer for second language learners than for monolingual children. The document also discusses different types of language use and various approaches to bilingual education.
Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
Nativist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device (LAD) that enables children to learn language. The LAD contains universal grammar principles and parameters that guide children to unconsciously deduce the grammatical rules of the language they are exposed to. Children are biologically predisposed to acquire language skills without formal teaching by testing hypotheses about the underlying structure of the language based on the input they receive.
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
This lesson plan aims to develop students' global listening abilities in 40 minutes. It will begin with warm-up questions to assess students' current listening skills and background knowledge. Then, the teacher will present information on global listening through explanations, examples, and activities. Students will learn to discern main ideas and discard unnecessary details. Suggestions are provided to improve global listening through short texts, preparation, and visual aids. The lesson concludes with techniques for global listening practice, such as modeling at a slower pace and using prediction and context clues.
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Theories of PSYCHOLINGUISTICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory.
Bilingualism refers to proficiency in two or more languages. About half the world's population is bilingual. Children can become bilingual by acquiring two languages simultaneously from birth or learning a second language after mastering the first. Bilingualism exists on a spectrum from balanced proficiency in both languages to dominance in one. Being bilingual provides cognitive advantages such as better concept formation and analogical reasoning skills.
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
Psycholinguistics is an interdisciplinary field that studies the cognitive and neurobiological factors that enable humans to acquire, comprehend, and produce language. It examines the psychological processes underlying language use and how linguistic concepts are represented in the mind. Psycholinguistics draws on ideas from linguistics, psychology, cognitive science, and other fields to understand how humans process language through speaking, listening, reading, and writing and how language is acquired. The goal of psycholinguistics is to understand the structures and processes that underlie humans' remarkable ability to use language.
This document discusses Jim Cummins' theory of BICS and CALP. It distinguishes between context-embedded communication, which provides more contextual clues, and context-reduced communication, which provides fewer clues. It notes that acquiring basic interpersonal skills (BICS) in a second language takes less time than cognitive academic language proficiency (CALP). The Common Underlying Proficiency theory holds that proficiency in a first language supports proficiency in a second. Achieving academic proficiency takes longer for second language learners than for monolingual children. The document also discusses different types of language use and various approaches to bilingual education.
Interlanguage refers to the language system that language learners develop as they learn a new language. This system is different from both the learner's native language and the target language. It is influenced by language transfer from the native language, overgeneralization of target language patterns, and use of known words and grammar to communicate. An interlanguage is systematic but dynamic, changing over time through a creative process as the learner interacts with the target language environment. It is also variable depending on context and reduced in complexity compared to the target language.
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
Nativist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device (LAD) that enables children to learn language. The LAD contains universal grammar principles and parameters that guide children to unconsciously deduce the grammatical rules of the language they are exposed to. Children are biologically predisposed to acquire language skills without formal teaching by testing hypotheses about the underlying structure of the language based on the input they receive.
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
This lesson plan aims to develop students' global listening abilities in 40 minutes. It will begin with warm-up questions to assess students' current listening skills and background knowledge. Then, the teacher will present information on global listening through explanations, examples, and activities. Students will learn to discern main ideas and discard unnecessary details. Suggestions are provided to improve global listening through short texts, preparation, and visual aids. The lesson concludes with techniques for global listening practice, such as modeling at a slower pace and using prediction and context clues.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from fully structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from more structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing students' prior knowledge of listening concepts. A presentation will define global listening and provide an example conversation. Practice activities will include controlled exercises labeling diagrams and answering questions, guided exercises completing stories and family trees, and free exercises like writing responses to a song. Feedback will be provided to help students improve. The lesson aims to help students understand implied meanings and discard redundant parts of conversations.
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing prior knowledge and identifying difficulties. A presentation on listening strategies is followed by examples and an explanation of global listening. Suggested techniques include short texts, pre-listening questions, and modeling at a natural pace. Practice activities range from controlled exercises with clear directions to guided activities with partial frameworks to free creative tasks. Feedback is provided to help students improve. The goal is to train students to understand confusing conversations by discarding unnecessary parts.
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
Teaching the language and the skills RECEPTIVE.pptxNadiaSimn1
This document discusses teaching language skills and systems. It covers the four main language skills of listening, speaking, reading, and writing. It also discusses language systems including lexis, grammar, and pronunciation. It emphasizes the importance of teaching both receptive skills like listening and reading as well as productive skills like speaking and writing. It provides guidance on developing strategies and procedures for teaching these various skills through approaches like deductive and inductive instruction.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
This document provides a compilation of top-down, bottom-up, and metacognitive techniques for developing listening and reading skills in English 17 (The Teaching of Listening and Reading). It defines top-down processing as using background knowledge to predict meaning, and provides examples of top-down techniques like predicting, inferring, and summarizing. Specific listening activities that encourage top-down processing are described, such as using pictures to sequence events or identifying locations of conversations. The document also lists techniques for activating students' prior knowledge, such as word association tasks, to help with comprehension.
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
1) Listening is a crucial skill for language learners to develop in order to improve speaking abilities and have successful conversations.
2) Learners need extensive practice listening to English at a normal speed to develop comprehension. Listening is also important for acquiring vocabulary and grammar structures.
3) Students trying to understand spoken English face many challenges, such as distinguishing similar sounds, comprehending reduced forms, understanding intonation cues, adjusting to accents, comprehending much vocabulary and grammar when heard. They must use both bottom-up and top-down processes to make sense of what they hear.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides guidance on developing students' listening strategies, selecting appropriate top-down and bottom-up strategies for tasks, and incorporating comprehension checks. Examples of potential authentic listening activities and resources are also presented, including videos, audio recordings, websites and music. The goal is to help students function in real-life communication situations in the target language.
This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.
The document provides guidance on strategies for teaching listening skills. It discusses the importance of listening and outlines a three-stage approach for listening lessons: before, during, and after listening. The pre-listening stage prepares students with activities to build background knowledge and vocabulary. The while-listening stage focuses on comprehension with activities like note-taking. The post-listening stage allows students to respond to and analyze the content. A variety of activities are suggested for each stage, including questioning, mapping, and integrating other skills.
Different Strategies for Teaching Listening.pptxcarlo842542
The document discusses strategies for teaching listening skills to language learners. It begins by outlining why listening is an important skill and some challenges involved in listening comprehension. It then describes three categories of listening strategies: top-down strategies which use background knowledge; bottom-up strategies which focus on linguistic elements; and metacognitive strategies which involve planning, monitoring and evaluating comprehension. Specific strategies within each category are provided along with examples of activities and tips for helping students develop active listening abilities.
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Discourse and Context in Language Teaching (Listening)
1. Discourse and Context in Language
Teaching
Listening
College: ISFD N° 41
Subject: Language and Written Expression IV
Teacher: Stella Maris Saubidet Oyhamburu
Members of the group:
● Figueroa, Marlene.
● Galvan, Florencia.
● Gonzalez, Carla.
● Mohorovich, Stefania.
● Rodrigues de Abreu, Jacqueline.
3. PROCESSES
BOTTOM-UPTOP-DOWN
A top-down way of
understanding
something starts with a
general idea and adds
details later
A bottom-up way of
understanding is one in
which you think about
details before thinking
about general ideas.
6. BOTTOM-UP
PROCESS
It is not automatic for L2
speakers
They use...
Listening
strategies
Metacognition
Planning
Regulating
Monitoring
Management
Allow for :
-Prediction
-Monitoring of
errors
-Evaluation
7. SOME ADVICE TO TEACH LISTENING
STRATEGIES
-Use pre-listening activities to activate learners` background knowledge. (Look at the
example of slide n )
-Make clear to learners what they are going to listen to and why.
-Provide guided listening activities designed to provide a lot of practice in using a
particular strategy.
- Practice the strategy using real data with focus on context and meaning.
-Use what has been comprehended: take notes on a lecture to prepare a summary.
-Allow for self-evaluation.
According to
Mendelsohn
Related to metacognition
Related to metacognition
Related to
metacognition
8. PRE-LISTENING ACTIVITIES:
PREDICTING CONTENT
Depending on the context, you can often predict the kind of
words and style of language the speaker will use. Our
knowledge of the world helps us anticipate the kind of
information we are likely to hear. When we predict the topic
of a talk or a conversation, all the related vocabulary
stored in our brains is 'activated' to help us better
understand what we're listening to.
Students can predict the topic and the vocabulary
they are going to listen to by looking at visual
material.
9. -What do you think about this
headline? What is it about?
-Where do you get the information
from?
-Do you know anything about this
topic?
Comprehension and interpretation
will take place depending on:
● listener's prior knowledge
● listener's memory and attention
● his/her general problem-solving
ability
10.
11.
12. Top-down vs. bottom-up listening
Situation A
“Over lunch, your friend tells you a story about a recent holiday, which was a disaster. You listen with
interest and interject at appropriate moments, maybe to express surprise or sympathy”
Situation B
“That evening, another friend calls to invite you to a party at her house the following Saturday. As you’ve
never been to her house before, she gives you directions. You listen carefully and make notes”
13. Situation A
The way you listened to the holiday anecdote could be characterised as top-down listening. This refers to
the use of background knowledge in understanding the meaning of the message. Background knowledge
consists of context, that is, the situation and topic, and co-text, in other words, what came before and
after. The context of chatting to a friend in a casual environment itself narrows down the range of
possible topics. Once the topic of a holiday has been established, our knowledge of the kind of things that
can happen on holiday comes into play and helps us to ‘match’ the incoming sound signal against our
expectations of what we might hear and to fill out specific details.
14. Situation B
In contrast, when listening to directions to a friend’s house, comprehension is
achieved by dividing and decoding the sound signal bit by bit. The ability to
separate the stream of speech into individual words becomes more important
here, if we are to recognise, for example, the name of a street or an instruction to
take a particular bus.
In reality successful listening depends on the ability to combine these two types of
processes. Activities which work on each strategy separately should help students
to combine top-down and bottom-up processes to become more effective
listeners in real-life situations or longer classroom listenings.
16. Microprocessing strategies
● Attending to stress and intonation and constructing a pattern, to fit
the utterance.
● Attending to stressed vowels.
● Segmenting the speech stream into words that correspond to the
stressed vowels and their adjacent consonants
● Seeking a phrase-with grammar and meaning- compatible with the
the first strategy and the words identified in the third.
17.
18. Teaching listening from a Discourse perspective
An effective listener is able to use the situational context (co-text), to disambiguate or decide on the
best interpretation.
e.g.
(According to Eisenstein, learners that are exposed to this reduced speech forms
enhance their listening comprehension)
No. Why don´t you
call ´m?
Has Fred arrived yet?
Have they arrived yet?
19. Stress and Intonation:
In North American English
What do you? What are you?
whaddaya
Whaddaya want
for lunch?
Whaddaya gonna do this
evening?
CAN / CAN´T
I can´t deal with it!
I can deal with it!
There´s a complex
problem to be solved.!
20. Practice in detecting PROMINENCE and explaining its function in discourse (signaling new information or
contrast), should be part of instruction in listening.
e.g. This hat is FORty pounds, not fourTEEN.
Prominence can occur on different syllables in different contexts to convey different meanings.
Malvinas war was in nineteen eighty TWO, not in nineteen eighty SIX.
Intonation:
The direction of the speaker pitch at the end of an utterance can be particularly crucial.
e.g. It´s an electric cuckoo clock. Declarative sentence.
It´s an electric cuckoo clock. Interrogative
21. Top-Down and Integrated strategies.
Second language learners in English can benefit from:
★ listening to a variety of lecture openings, and to predict what the lecture will
cover.
★ listening to long segments of authentic lectures and working at getting the
gist, writing down the main points and topics.
★ Geddes and Sturtridge (1979) suggest the use of “jigsaw”listening activities,
to integrate with other skills in communicative language teaching.
Both Top-Down and Bottom-up processes interact. They are useful and
necessary for effective listening comprehension.
22. According to the students competence and interests, we can select different
activities.
➔Extract detailed information from a text
➔Grasp the gist of an extended text
➔Differentiate between fact and opinion
➔Identify the genre and register of a text
➔Recognize differences in intonation
➔Identify relationships between participants in aural interactions
➔Identify the emotional tone of an utterance
23. Bottom up strategies or Top-down strategies
● Before we start listening, we can already predict some words or phrases that
might be used because of our knowledge of lexical sets associated with the
topic.
● We listen carefully to a recording a number of times so that we can find a
word we can´t catch clearly.
● When we don´t clearly catch some of what people say, we hypothesise what
we have missed and reinstate what we think was there, based on our
knowledge of similar conversations.
● We know the typical pattern some interactions follow (e.g. when ordering a
taxi on the phone, when asking for information, etc.) and these help us to
25. Voice Mail and Answering Machine
With the proliferation of voice mail system and
telephone answering machines, second language
listeners should be exposed to a variety of authentic
voice-mail messages: after each message they
should write down the essential information so they
would be able to respond appropriately.
27. Nonreciprocal Telephone Listening
Today many phones messages are pre recorded and the listener can not ask
questions or slow down the interlocutor. Getting the right information depends on
being able to understand the range of options, the specific instructions, and how
to respond by performing the proper action on the Touch Tone telephone.
29. Telephone Use: Everyday Conversation
Second language listeners need opportunities to interpret, and sum up what
they listen to. Their listening skills can be greatly facilitated if they are exposed to
authentic telephone conversations and also taught the conversational structure
and options as well as the formulaic expressions.
30. The general conversation structure of an informal telephone
conversation in North American English is as follows:
✓ Opening segment
✓ The “How Are You” segment
✓ Topic establishment
✓ Pre Closing
✓ Closing
31. Listening to a number of phone conversations that more or
less follow this pattern prepares second language learners
not only for informal telephone conversation but will also
assist them in being more effective in face to face
conversation
32.
33. SPEECH ACTS
A SPEECH ACT IS A FUNCTIONAL UNIT IN COMMUNICATION.
IT IS AN ACT THAT A SPEAKER PERFORMS MAKING AN UTTERANCE.
(Cohen, A.D)
For example:
● Making apologies.
● Making requests
● Expressing gratitude.
36. WHAT ARE SOME OF THE
MOST USEFUL EXERCISES
AND ACTIVITIES FOR L2
LISTENERS?
37. TASKS
❖Extract TOPIC/ GIST (First listening).
❖Get DETAILS of news item (Second listening). (Who, what, when,
where)
❖Evaluate emotional impact of news items (Third listening) (This can
vary but the listener should give reasons for the choice):
● neutral report of the information.
● information makes me happy/sad.
● information worries/surprises me.
38. Teachers need to design a variety of listening tasks that resemble games and at
the same time focus on identification and recognition of spoken sequences.
39. DISCOURSE FUNCTION OF ITEMS:
★ Cue words and discourse markers that signal what the main points
and minor points are.
★ Lexical and structural cues including lexical routines and chunks that
signal a new term and/or a definition or some other notional
construct.
★ Key text segments that serve as higher order organizers.
★ Words and phrases used to open or close a topic in conversation.
★ Ways to ask a question or to interrupt the speaker.
★ Ways to ask for clarification or elaboration.
40. Conclusion
Native listeners and non natives listeners must actively use a
variety of schemata and contextual clues to accurately
interpret oral messages. Phonological signals such as stress,
pause, and intonation; lexico-grammatical signals, lexical
phrases, and word order; and higher level organizing
elements that we find in conversational structures are all
critical in signaling information to the listener.
41. Bibliography
Book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language
Teaching. A guide for Language Teachers. Chapter 6.