The teaching of listening intro jack richards
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The document discusses different approaches to teaching listening skills, including bottom-up and top-down processing. Bottom-up processing involves breaking down utterances into individual chunks to understand meaning, while top-down processing uses background knowledge and context clues to infer meaning. The document also outlines strategies for developing listening as a comprehension skill versus an acquisition skill to learn new vocabulary and structures. Classroom activities are suggested to help students notice differences between texts and their memory, and to restructure language from the texts into their own spoken or written output.
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Here you can find strategies of how to teach the four different language skills, reading, listening, writing and speaking, during the pre, while and post of a lesson.
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This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
Teaching Listening
1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
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.Recommended
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Here you can find strategies of how to teach the four different language skills, reading, listening, writing and speaking, during the pre, while and post of a lesson.
Pre, while and post listening skills and activities
This document discusses strategies for developing pre, while and post listening skills. Pre-listening activities prepare students by activating prior knowledge about the topic and making predictions. While listening, students monitor their understanding and fulfill the assigned task. Post listening activities include checking comprehension, discussing responses, and problem solving using the content. The goal is to engage students before, during and after listening to enhance understanding of authentic audio materials.
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This document discusses teaching listening skills. It outlines the different types of texts that can be listened to, such as conversations, lectures, news, and music. The reasons for listening are also provided, including getting messages, following instructions, and improving language skills. The document then describes how to teach listening through strategies like predicting, listening for general details and specific information. It provides steps for teaching listening as presentation, practice, and production. Examples of activities are given for each step, such as discussing background knowledge, completing grids, and summarizing.
An interactive approach to teaching listening
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This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
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1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
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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.Teaching listening
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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.
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Please leave lots of valuable comments!
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2. There are three stages of speaking: pre-speaking involves planning and organizing ideas, speaking involves actively engaging with audiences, and post-speaking is a time for reflection and goal setting.
3. During the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. The speaking stage has students communicate their ideas through formal and informal situations. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher and peer feedback.
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The teaching of listening intro jack richards
- 1. The teaching of listening: a review
- 2. The teaching of listening a) Listening as comprehension b) Listening as acquisition
- 3. The Spoken Discourse Instantaneous Second language-listener Unplanned Context- dependent and personal
- 4. Bottom-up processing Utterance: “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.” Break down (Chunking) Identify underlying prepositions ▪ the guy ▪ I sat next to on the bus ▪ this morning ▪ was telling me ▪ he runs a Thai restaurant in Chinatown ▪ apparently it’s very popular ▪ at the moment ▪ 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’ve very popular now
- 5. Top-down processing Earthquake Topic of discourse Background knowledge Schemata or scripts Situational or contextual knowledge 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?
- 6. Teaching top-down processing • Use key words to construct the schema of a discourse • Infer the setting for a text • Infer the role of the participants • Infer causes and effects • Infer unstated details of a situation • Anticipate questions related to the topic or situation
- 7. Listening strategies Cognitive Comprehension process Storing and memory processes Using and retrieval processes Metacognitive Assessing the situation Monitoring Self-evaluating Self-testing
- 8. Input vs. Intake Input: What the learner hears Intake: that part of the input that the learner notices (Schmidt; 1990)
- 9. Classroom activities for listening-as- acquisition 1. Noticing activities 2. Restructing activities a. Identify diferences between what they hear and a printed version of the text a. Paired Reading of the tape scripts in the case of conversational texts b. Complete a cloze version of the text b. Written-sentence completion tasks requiring use of expressions and other linguistic items that occured in the text c. Complete sentences stems taken from the text c. Dialogue practice that incorporates ítems from the text. d. Check off entries from a list of expressions that occurred in the text Role plays in which students are required to use key language from the texts
- 10. Reference list Richards, Jack. C. (2008). Theory Listening and Speaking. From theory to practice. Cambridge University Press.