1. The document discusses the history and importance of listening skills in language learning. It was not until the 1960s that listening began to be seen as an active rather than passive skill. 2. The cognitive processing of listening involves both top-down and bottom-up processing. Effective listening instruction incorporates tasks that require learners to listen and then do something with the information, as well as activities that develop strategic listening skills. 3. Developing listening skills requires using authentic materials, making the content relevant to learners, and providing opportunities for learners to practice both global and selective listening.

1. English 565 Serpil Sonmez Week 7

2. http://www.flat33.com/bzzzpeek/html/bzzzpeek.html

3. Listening skill is used x2 speaking, x4 read, x5 write (Rivers, 1981; Weaver, 1972) Until 60’s not much attention is paid to listening. It was regarded as a “passive” skill (Situational Approach, and Audiolingual Methods did not pay much attention to it other than grammar and pronunciation drills and learners’ imitation of dialogues and discriminating sound patterns and pronunciation.

4. Listening is a language act. (It’s not passive) Listening Comprehension is an act of information processing Listening comprehension is a multilevel interactive process of meaning creation. Spoken communication serves 2 linguistic functions: interactional & transactional The cognitive processing of spoken language involves simultaneous activation of top-down and bottom-up processing.

6. Listening & Repeating Instruction: Drills/ Repeating/Dialogue Memorization Students are able to recognize conversation patterns, imitate pronunciation patterns. Addresses to lower level cognitive processing . Listening & Answering Comprehension Questions Instruction: Ss listen to an oral text and answer primarily factual questions. Ss can manipulate discrete pieces of info. Can increase Ss block of vocab units and grammar constructions and bottom-up processing strategies. ot communicative, doesn’t encourage authentic use of language. Task Listening Instruction: Ss listen & “do” (follow directions, complete a task, take notes, etc.) Task-oriented. Engage learners in using the information content presented in discourse. Emphasizes functional use of lx. To help Ss develop cognitive and metacognitive strategies. Lx use tasks b. Lx analysis tasks Interactive Listening Instruction: Communicative/Competence oriented (Linguistic competence, discourse competence, sociolinguistic competence, and strategic competence. Listening-thinking-speaking model. Interactive oral/aural development of skills. Ss participate in discussion activities that would develop 3 phases of speech act: decoding spoken discourse, critical analysis & synthesis, instant response encoding appropriate to the situation.

7. Bidirectional: Unidirectional Autodirectional (listening to the self) Transactional: message oriented, conveying factual or propositional information. Transactional language is used for explaining, giving instructions, describing, comprehension checks, requesting, etc.) Interactional: Social type talk, establishing social relationships. Functions of Listening

8. http://www.youtube.com/watch?v=GgRlBrw2PPw

9. Discriminate between emotional reactions Get the main idea of a passage Recognize the topic Use knowledge of topic to predict the content of the text. Use introduction to the lecture to predict its content and focus Predict what comes next in the text Recognize point of view

10. Use features of sentence stress and intonation to identify important info for note taking Be aware of sentence fillers in informal speech Become aware of organizational cues in text. Become aware of lexical markers for definitions. Identify specific points of information.

11. Use speech features to see if speech is formal or informal Recognize a familiar word and relate it to a category Compare information in memory with incoming information Compare information that you hear with your own experience.

12. Purpose of listening is transactional or interactional? What kind of background knowledge can be applied to the task? What’s listeners’ familiarity with the topic? Bottom-up 1: Listening closely to a joke (interactional) to know when to laugh 3. Listening to instructions (transactional ) during a driving lesson. Top-down 2.Listening to cocktail party talk (interactional) 4. Listening to air safety instructions on a plane (transactional) Richards’s Functions Chart

13. Cognitive: used to manipulate information Metacognitive: planning, monitoring, and evaluating comprehension Sociaoaffective: negotiation of meaning in bidirectional conversations.

14. Increase listening time Use listening before other activities (beginnig & low-interm) Include both global (get the gist of the text) and selective listening (pay attention to form) Encourage top-down and bottom-up processing at every proficiency level Develop conscious listening strategies.

15. 1. Relevance : Lesson content & outcome need to be relevant. Relevant to real-life situations- getting and holding learner attention. Ts can adapt materials to create relevant learning activities. 2. Transferability : applicability value both in and out of class. (i.e. news broadcasts) 3. Task-orientation : Lx Use Tasks : Sts listen for information and immediately do something with it. (i.e. Simon Says, listening & drawing a map, real-life spatial problems, summarizing, asking questions (see C-M p.78 for more) Increases vocab, help build a repertoire of familiar top-down networks of background knowledge and build schemata (mental frameworks of knowledge) Lx Analysis Tasks: Give Ss opportunities to analyze selected aspects of lx form and use. Develop personal strategies to facilitate learning. Goal is consciousness raising about the lx. (i.e. analysis of “fast-speech”, phrases, sociolinguistic dimensions, communicative episodes, comm. Strategies.

16. Outcome Type Activities Listening & Performing Drawing a picture Locating routes on a map Simon Says Operating equipment (i.e. camera) Carrying out steps in a process. Listening & Transferring Info Taking a message over the phone Filling blanks in a gapped story game Completing a chart Summarizing/reporting gist of a story Taking notes in a lecture Listening & Solving Problems Word & number games Class versions of jeopardy Mystery stories Short descriptions of court cases –listeners are asked to make a decision and defend it. Field trips to grocery store Listening, Evaluating & Manipulating Information Evaluating arguments in order to take a position Making predictions from the info received Interactive Listening & Speaking (Negotiation of meaning through Questioning/Answering. Repetition/paraphrasing/verification/clarification/elaboration/extension/challenge questions. Listening for enjoyment, pleasure & sociability Interactional listening activities Talk about hobbies, plans for future.

17. Canale & Swain (1985) Ability to communicate: Grammatical Competence Sociolinguistic Competence (rules for expression and understanding of appropriate social meanings and grammatical forms in different contexts) Discourse competence (how texts are constructed and how sentence elements are tied together) Strategic Competence: a repertoire of strategies that help with a variety of communication difficulties.

18. negotiation of meaning is a goal use of integrated skills strategy training students are responsible for their own learning Fluency (Hedge, 1993) The ability to link units of speech together without hesitation Negotiation of meaning, where overt correction is minimized.

19. discussions (based on readings, video material, etc. or discussion activities found in textbooks) speeches (planned or impromptu) - can overtly teach hesitations in this kind of activity role plays - focus on speech acts conversations - recording and analyzing natural conversations to raise students’ metalinguistic awareness oral dialogue journals - recorded dialogue journals can be used to give students feedback on fluency and accuracy In EFL contexts there are other issues large classes native culture which discourages speaking out in class students speak same L1