Listening and listening assessment
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This document discusses listening assessment and strategies for developing listening skills. It notes that listening is an integrated skill that requires comprehension and can be improved with strategies and practice. Some key strategies it recommends include incorporating real-life elements into the classroom, using recordings as part of listening exercises, and designing exercises around tasks that require note-taking, responding to questions, or filling information gaps. A variety of exercise types are proposed targeting different levels, from individual sounds and words to longer responses requiring paraphrasing or problem-solving. The document emphasizes that assessment of listening should be ongoing and focus on comprehending spoken English rather than "testing".
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ASSESSING LISTENING
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
Assessing listening
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing listening micro and macroskills of listening
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
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ASSESSING LISTENING
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
Assessing listening
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing listening micro and macroskills of listening
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
Listening skills teaching
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The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
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7 Teaching listening.
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The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
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7 Teaching listening.
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Here are the items the group selected and the total weight:
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Teaching grammar in the classroom
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Teaching by Principles H. Douglas Brown
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
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Listening & speaking skills teaching
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This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Speaking Skills Teaching
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This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
Stages of a Listening Lesson
The document outlines the purpose and importance of various components of an English language lesson, including warm-ups, lead-ins, pre-teaching vocabulary, listening/reading for gist and detail, and follow-ups. It recommends allocating 5-10% of class time for warm-ups and lead-ins, 10-20% for pre-teaching vocabulary, 20-30% for listening/reading for gist, 30-40% for detail, and around 20% for follow-ups. The purposes are to energize students, contextualize topics, facilitate comprehension, and allow students to react to and transfer knowledge from lesson content.
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This document provides descriptions of several activities and games to develop listening skills in foreign language learning. Some of the activities described include Rhubarb where students listen for mistakes, The Actions Game where students perform actions cued in the text, Jigsaw Reading where students fill in blanks in paired reading, and Draw it where students draw what they hear without writing. Other listening activities utilizing videos and transcripts are also mentioned.
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This document provides feedback on an individual's listening skills assessment score and what that score means. It includes the following:
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Feedback Form to be used when evaluating to Speakers' presentation, capture the feedback, and then discuss with and hand it to the Speaker.
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The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
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This Powerpoint Presentation was created for a course titled "Practicum in Reading Instruction and Assessment" a required course for the M.Ed. in Reading Education at the University of Georgia.
Topic 6 Assessing Language Skills and Content
The document discusses different types of language skills assessment including listening, speaking, reading, and writing. It describes several categories within each skill:
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- Speaking assessments include imitative, intensive, responsive, interactive (transactional and interpersonal), and extensive tests.
- Reading tests focus on perceptive, selective, interactive, and extensive levels to measure bottom-up and top-down comprehension.
- Writing is initially assessed through imitative and intensive controlled tasks before moving to more open-ended responses.
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The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
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Jigsaw is a cooperative learning strategy where students are assigned different aspects of a topic to become "experts" on. They then teach their topic to their home group. The purpose is to develop teamwork, responsibility, and a deeper understanding than learning individually. To implement jigsaw, topics are divided among expert groups who then teach their home groups. Assessment ensures all students mastered the material. Cooperative learning similarly aims to develop academic and social skills through heterogeneous groups working interdependently to achieve goals. Various roles foster accountability while social skills and group processing are emphasized.
ASSESSMENT OF LISTENING AND SPEAKING
Estimados usuarios.
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Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Assessing writing
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This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
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Intonation?
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Graphical Description
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This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include giving students questions to guide their comprehension and playing recordings multiple times. A successful listening activity is also described that reduces distractions and engages students with predictions. The document concludes by listing sources of different listening materials and exercises.
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The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
Lessonplanning 130104100224-phpapp012
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.
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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.
Lessonplanning
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.
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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.
Lessonplanning 130104100224-phpapp01ces
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.
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Listening and listening assessment
- 1. Listening and assessment More than just, “Do you understand?”
- 2. Listening is not an isolated skill, but part of an integrated set needed for comprehension and overall learning. However, listening can be developed by attention to strategies and practise. Motivation has a high corollary effect in listening. General Considerations
- 3. We listen for a Environmental clues purpose and with assist expectations. comprehension, in Most listening in classroom this is real life requires a usually visual aids response. Most discourse Visual clues usually occurs in chunks accompany verbal Informality – messages. colloquialisms, spontaneity, etc Listening in Real Life
- 4. We must strive to incorporate the real life into the classroom. Recorded texts with multiple choice response isn’t real life 10x and 10,000 hours Our job is to provide venue and exposure Point is…..
- 5. Sounds – phonetic awareness is necessary for reading, spelling, speaking and listening. e.g. /θ/, /ð/ Intonation – in English has a few set patterns, but varies wildly. Focus on exposure, rather than teaching specifically Noise – it is not necessary to understand every iota of speech to be a successful listener. Predicting – activate schemata and listening comprehension will go up Visual clues – do not stress perfection General thoughts…..
- 6. Recordings (pro) – ◦ Native speaker ◦ Repeatable ◦ Students can focus on the sounds Recordings (con) – ◦ Lacks real life visual clues ◦ Lacks real life spontaneity – pauses, corrections, responses, deliberations ◦ Often technical quality is bad Recommend that recordings be part of a listening exercise unit Exercises
- 7. Part of a lesson, frequent, over time Set up around tasks – note taking (lecture type long speech), responses (agreement/ disagreement), information gap (with ability to negotiate for info) Activate schemata Exercises
- 8. Word level – ◦ Games involving phonemes (flyswatter game, categorise ā/ă) ◦ Which language is this? ◦ Repetition ◦ Tongue twisters (Fox in Socks) ◦ Rhyming play – goes well with reading ◦ How many times did I say X? ◦ Minimal pairs exercises Listening for perception
- 9. Sentence level – ◦ Repetition ◦ How many words did I way? ◦ Mark the stress ◦ Mark the intonation ◦ Dictation – spelling is not graded!!! ◦ Dictogloss -
- 10. Listening – no response ◦ Follow along in the text – use a finger, best paired with reading exercises ◦ Listen to a description of picture/person, while students view the picture ◦ Storyboards ◦ Read to them ◦ Show a movie/tv show Listening for comprehension
- 11. Listening – short response ◦ TPR ◦ Yes/no questions ◦ Brick stacking – colored bricks made into a pattern that needs to be reproduced by each student ◦ Classify – students hear a list and mark one or the other category ◦ Gap-fill – map exercise, Gordon Lightfoot – this is also a way to link culture into the classroom i.e. Popular music and poetry ◦ Sports Scores ◦ Family trees
- 12. Listening – longer response ◦ Long gap fills (whole lines) ◦ Paraphrasing/summarising ◦ Predictions Phrase: “If I had a nickel…..” Intonation: “She didn’t wear a RED dress….” ◦ Comprehension questions
- 13. Problem-solving Jigsaw listening ◦ Maybe conflicting versions Interpretive listening – ◦ Half of a phone conversation Stylistic listening and analysis ◦ Interview ◦ Comedy ◦ Poetry ◦ Advertising Integrated listenging – listen to one point of view, read a text of the other, and compare and contrast the points of view Listening for Study
- 14. Can you test listening? Assessment is the better term; we should assess how well our students understand spoken English, rather than test. In this case, any activity that we have mentioned could be used as an assessment tool – the student succeeds when he or she successfully accomplishes the goal. Assessment should be on-going, it would be very easy to make one task high stakes without the children even knowing about it. Assessment