The document provides guidance on listening strategies for language learners. It discusses applying different approaches depending on whether the goal is comprehension or acquisition. For comprehension, it recommends focusing on decoding language to derive meaning by listening for detail. For acquisition, it suggests utilizing background knowledge to listen for gist by making inferences. A variety of listening activities are presented that target different levels of processing from bottom-up to top-down. Learners are advised to consider the level of difficulty and choose activities accordingly to best meet their goals.
Oscon 2014: Fluentd as a Case Study for International Community BuildingKiyoto Tamura
I gave a talk at OSCON 2014 on how to evolve an open source community beyond language and geographic boundaries. More specifically, I gave an honest summary of what I've seen with Fluentd. Hopefully, my experience will help other communities both in and outside of Japan.
Oscon 2014: Fluentd as a Case Study for International Community BuildingKiyoto Tamura
I gave a talk at OSCON 2014 on how to evolve an open source community beyond language and geographic boundaries. More specifically, I gave an honest summary of what I've seen with Fluentd. Hopefully, my experience will help other communities both in and outside of Japan.
Comprehension Skills-Reading Skills,Types,Barriers and overcoming ways to it. It help all listeners to understand the importance of reading skills in day to day life and in education and also helps to the students who are preparing for competitive exams by approaching coaching classes.
Language teaching is changing faster than gasoline evaporates. Follow one ESL teacher's career from the classroom to cyberspace using a customized speaking program, LinkedIN and Skype.
Comprehension Skills-Reading Skills,Types,Barriers and overcoming ways to it. It help all listeners to understand the importance of reading skills in day to day life and in education and also helps to the students who are preparing for competitive exams by approaching coaching classes.
Language teaching is changing faster than gasoline evaporates. Follow one ESL teacher's career from the classroom to cyberspace using a customized speaking program, LinkedIN and Skype.
Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar.
Teacher training workshop for English teachers featuring lots of tips and practical ideas on how to use educational technology #EdTech to teach current events in the #ESL classroom.
And I Quote Speech for Public Speaking in High Schoolshuckabe
PowerPoint presentation on quote speech for high school students, includes rubric for doing a one minute quote speech, early in the semester, one minute long quote speech for high school public speaking
2. Apply the following:
1. There is a gap between receptive and
productive competence
2. Fluency may have progressed at the
expense of complexity
3. Learners have a limited vocabulary range
4. Language production may be adequate
but often lacks the characteristics of
natural speech
5. There are persistent, fossilized language
errors
3. And the following
PEAK
STRESS
FOCUS WORD
THOUGHT GROUP
4. Article from The Guardian
http://www.guardian.co.uk/higher-education-
network/blog/2011/nov/29/universities-uk-students-global-graduates
You tube video
http://www.youtube.com/watch?v=KUmZp8pR1uc
Text from CAE ELT coursebook
5.
6.
7. -Difficulty to understand: 1 to10
-Reasons for finding it difficult:
-Speed
-Vocabulary
-Context
-Unprepared
8. Now fill in these gaps:
1- World War I, which began in 1914 and
ended in 1918, is sometimes called …..
2- In 1928, British women obtained the
………………… after a long battle.
12. The guy I sat next to on the bus this
morning on the way to work was telling
me he runs a Thai restaurant in
Chinatown. Apparently, it’s very popular
at the moment.
WHAT DO YOU NEED TO DO TO FULLY
UNDERSTAND THIS UTTERANCE?
13. HOW ABOUT CHUNKING IT?
I was on the bus
There was a guy next to me
We talked
He said he runs a Thai restaurant
It’s in Chinatown
It’s very popular
14. from LANGUAGE to
MEANING
a process of DECODING
listening for DETAIL
15. •Retain input while it is being processed
•Recognise word and clause divisions
•Recognise key words
•Recognise key transitions in discourse
•Recognise grammatical relationships between
key elements in sentences
•Use stress and intonation to identify word and
sentence functions
16. Dictation
Cloze listening
Multiple choice questions
:
- identify the referents of pronouns
- recognise the time reference
- distinguish between positive and negative
statements
- recognise word order
- identify sequence markers
- identify key words
17. Iheard on the news there was
a big earthquake in China last
night.
WHAT WOULD YOU SAY?
18. On recognising EARTHQUAKE, maybe,
you would ask:
Where exactly was the earthquake?
How big was it?
Did it cause a lot of damage?
Were many people killed or injured?
What rescue efforts are under way?
20. • a place
• people
• a reason
• procedures
• a result
21. When somebody is going to:
the dentist
the Casino
a job interview
Is it the same? ;-)
22. from MEANING to
LANGUAGE
Focus on background
knowledge: SCHEMATA
listening for GIST
23. •Use key words to construct the schema of a
discourse
•Infer the setting
•Infer the role of the participants and their goals
•Infer causes or effects
•Infer unstated details
•Anticipate questions related to the topic or the
situation
24. Once students are told the topic:
They generate question and listen to see if they
are answered
They make a list of the things they know about
the topic and listen to compare
They read one speaker’s part and predict the
other
They read a list of key points covered in the story
and listen to check which one is mentioned
They listen to part of the story and complete the
ending
They read the headlines, guess, listen and
compare
25.
26. Now you listen and decide if you
are required to use BU or TD
processing to complete the tasks.
Has the level of difficulty changed?
If so how, can you rank the
activities in order of difficulty.
27.
28. Noticing AGAIN! Can you think of
activities to focus on ACQUISITION
(use the tapescripts to so do).
Read the text on pages 166 & 167
for next class, and bring materials/
ideas about the topic of respect
and discrimination.