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Listening presentation

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Heidita Laidemitt
Heidita Laidemitt

The document provides strategies and considerations for teaching listening skills to language learners. It discusses using a variety of activities at different proficiency levels, from beginner to advanced. These include dictation, information transfer activities, and extensive listening approaches using authentic materials like songs and podcasts. It also addresses developing metacognitive awareness of listening strategies and the teacher's role in providing input and guidance to develop students' listening abilities.

Education
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Ten Commandments 1. Stop talking. Obvious, but not easy. 2. Put the speaker at ease. 3. Show a desire to listen. Act interested & mean it 4. Remove distractions. 5. Empathize. 6. Be patient. Give the speaker time to finish; don’t interrupt. 7. Hold your temper. Don’t let your emotions obstruct your thoughts. 8. Go easy on argument & criticism. Suspend Judgment. 9. Ask questions. 10. Stop talking. In case you missed the first commandment.
To teach strategies or delve right in? Features of Speech Speech is fast Critical level: the level of speech rate above which comprehension becomes impossible. Speech is variable. When words are woven together, they often take on different forms. Word boundaries are blurry (creates comprehension breakdown). Speech has to be processed in real time. (Renandya, W. & Farrell, T, 2011)
To consider… Students’ proficiency levels Assessment
Proficiency Levels Beginner Memorizing useful phrases and sentences French Substitution tables (see board) Guided listening “What is it?” Listen and do (TPR-Bingo, Simon Says, People Sculpture, etc.) And choose And draw
Cont. Picture Ordering Same or different Listening to stories Listen and finish/retell/correct Intermediate Adapt Information Transfer Advanced Note-taking Predicting (Fluency) Interviews
Listening Assessment Dictation Text w/questions Responding to statements MC, T/F/O, Short Answer Recorded Cloze Information Transfer Activities
Different types of listening Active and Passive listening Meaning-focused v. language focused listening Listening for: Comprehension Vocabulary Content Theme/Meaning Sounds
Hot Topics Extensive Listening (Renandya, W. & Farrell, T., 2011) “Strategy training places a heavy burden on teachers, an extensive listening approach in the same vein as an extensive reading approach should be adopted.” (p. 52). Podcasts: Consult handout resources Videos: Consult handout resources Songs/Music: “Last One Standing” and “Catch It!”
Hot topics cont. Metacognitive Awareness Quantitative (Form) and Qualitative (Meaning/Use) Awareness (Kennedy &Trofimovich, 2010) Different strategies (Kemp, 2010; Kennedy &Trofimovich, 2010) Listening Log Written comments Journals
Pronunciation Stress & Intonation Learning a new sound Key questions Hearing Distinguishing Same or different? Identifying Pictures Activities
Teacher’s role EFL Context Teacher may be the sole source of “Input” (Teacher- centered) Encourage Ss to use outside sources e.g., TV, movies, music, and so on ESL Context Teacher is mainly a resource/guide (Student-centered) Ss are constantly exposed to Native English speakers
Non-Conversation Based Activities Difficulties No opportunities to interact with speakers and no opportunities to pick up on non-verbal cues. Unable to catch the sounds or the words but also missing the gist or important details of the spoken text. (Renandya, W. & Farrell, T, 2011)
Catch It! Ss listen to a song, write down the words and phrases they hear, and compare their lists with a partner. Some results included “increased interest in using music to study English outside of class…students became more aware of how to take more active approach to language learning outside of class.” (Lieske, p. 91). Ideas Use Pre-activity Questionnaire to gauge music interest and use for English language learning. Use a Post-activity Questionnaire to find out more about music used to learn English
Last One Standing http://community.eflclassroom.com/video/video/listTa gged?tag=lastonestanding
Conclusion Listening may be the hardest of the 4 skills because one cannot control how others speak. It is important to foster awareness of listening strategies (metacognitive) Use authentic materials (tv, movies, songs, podcasts, radio, etc.)

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Listening presentation

  • 1.
  • 2. Ten Commandments 1. Stop talking. Obvious, but not easy. 2. Put the speaker at ease. 3. Show a desire to listen. Act interested & mean it 4. Remove distractions. 5. Empathize. 6. Be patient. Give the speaker time to finish; don’t interrupt. 7. Hold your temper. Don’t let your emotions obstruct your thoughts. 8. Go easy on argument & criticism. Suspend Judgment. 9. Ask questions. 10. Stop talking. In case you missed the first commandment.
  • 3. To teach strategies or delve right in? Features of Speech Speech is fast Critical level: the level of speech rate above which comprehension becomes impossible. Speech is variable. When words are woven together, they often take on different forms. Word boundaries are blurry (creates comprehension breakdown). Speech has to be processed in real time. (Renandya, W. & Farrell, T, 2011)
  • 4. To consider… Students’ proficiency levels Assessment
  • 5. Proficiency Levels Beginner Memorizing useful phrases and sentences French Substitution tables (see board) Guided listening “What is it?” Listen and do (TPR-Bingo, Simon Says, People Sculpture, etc.) And choose And draw
  • 6. Cont. Picture Ordering Same or different Listening to stories Listen and finish/retell/correct Intermediate Adapt Information Transfer Advanced Note-taking Predicting (Fluency) Interviews
  • 7. Listening Assessment Dictation Text w/questions Responding to statements MC, T/F/O, Short Answer Recorded Cloze Information Transfer Activities
  • 8. Different types of listening Active and Passive listening Meaning-focused v. language focused listening Listening for: Comprehension Vocabulary Content Theme/Meaning Sounds
  • 9. Hot Topics Extensive Listening (Renandya, W. & Farrell, T., 2011) “Strategy training places a heavy burden on teachers, an extensive listening approach in the same vein as an extensive reading approach should be adopted.” (p. 52). Podcasts: Consult handout resources Videos: Consult handout resources Songs/Music: “Last One Standing” and “Catch It!”
  • 10. Hot topics cont. Metacognitive Awareness Quantitative (Form) and Qualitative (Meaning/Use) Awareness (Kennedy &Trofimovich, 2010) Different strategies (Kemp, 2010; Kennedy &Trofimovich, 2010) Listening Log Written comments Journals
  • 11. Pronunciation Stress & Intonation Learning a new sound Key questions Hearing Distinguishing Same or different? Identifying Pictures Activities
  • 12. Teacher’s role EFL Context Teacher may be the sole source of “Input” (Teacher- centered) Encourage Ss to use outside sources e.g., TV, movies, music, and so on ESL Context Teacher is mainly a resource/guide (Student-centered) Ss are constantly exposed to Native English speakers
  • 13. Non-Conversation Based Activities Difficulties No opportunities to interact with speakers and no opportunities to pick up on non-verbal cues. Unable to catch the sounds or the words but also missing the gist or important details of the spoken text. (Renandya, W. & Farrell, T, 2011)
  • 14. Catch It! Ss listen to a song, write down the words and phrases they hear, and compare their lists with a partner. Some results included “increased interest in using music to study English outside of class…students became more aware of how to take more active approach to language learning outside of class.” (Lieske, p. 91). Ideas Use Pre-activity Questionnaire to gauge music interest and use for English language learning. Use a Post-activity Questionnaire to find out more about music used to learn English
  • 15. Last One Standing http://community.eflclassroom.com/video/video/listTa gged?tag=lastonestanding
  • 16. Conclusion Listening may be the hardest of the 4 skills because one cannot control how others speak. It is important to foster awareness of listening strategies (metacognitive) Use authentic materials (tv, movies, songs, podcasts, radio, etc.)

Editor's Notes

  1. K. Davis, Human Behavior at Work, McGraw Hill, 1972