activities for teaching listening strategies marijke wertheim ([email protected])...
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Activities for Teaching Listening Strategies
Marijke Wertheim([email protected])
Woodsworth College & SCS,
University of Toronto
Copyright
Copyright Marijke Wertheim, 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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The listening process
• The “Cinderella skill” (Nunan, 2002)
• “An interactive, multi-level process of meaning creation” (Peterson, 2001)
“…vital that students be given practice in dealing with texts where they understand only part of what is said.” (Field, 2002)
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Using prior knowledge
• Activate schemata:a. content & formalb. before & during
• Make predictions: a. before (type of information & register)b. during (linguistic cues)
• Recognize expected information
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Example 1
• Work with a partner to predict the kind of information you think will be included in each topic. Consider the way the information might be presented, including register and focus.1. Radio interview: The Way We Eat2. Lecture: Women and work3. Nature documentary: Tidal waves
• Listen to a short talk on tidal waves. Were your predictions about content, focus & register correct?
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Example 2• Titanic & Andrea Doria: what do you
know? (make list; ask Qs for unknown info)• History channel documentary vs. interview
with James Cameron • How will it be organized? (sequential vs.
aspects of film) • What was expected (check) vs. what was
new/unexpected/contradictory (add).
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Activity 1
• Refer to Unit 15: Dreams & Unit 4: Apartment Problems
• How would you activate student schemata (content and formal)?
• How would you get students to predict and check predictions?
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Purposes for listening
• Different purposes require different processes and strategies
• Counter negative expectations: provide purpose, make tasks achievable
• Don’t confirm inability to understand
• Full comprehension not always necessary
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Non-verbal & linguistic cues
• Recognizing non-verbal cues:a. gesture, expression & postureb. intonation & stress
What language do the signals introduce?
What can you deduce about the speaker’s attitude or opinion?
• Recognizing linguistic cues: patterns of organization
What type of information will follow?
Connection to writing Used in predicting
during listening
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Example
1. Look at the tapescript for the interview on Mail-order Brides. Where do you think the speaker's intonation may change? Why?
2. Listen to a short talk on why dinosaurs disappeared. Write down the linguistic cues you hear. What type of information do they signal? What is the overall organization pattern?
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Activity 2
Which of the sample listening texts could best be used to practice:
a. recognizing special emphasis (intonation & stress, attitude)
b. recognizing linguistic cues?
What would you ask students to do?
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Keywords & detail
• Listening for key words:a. hearing stressed wordsb. content words
Recreate talk from key words (paper)
Long listening to note key words, then recreate talk from notes
Tolerate ambiguity
• Listening for detail:a. focus on specific informationb. know what you need to hear
Specific questions that focus on key points and help filter inessential information
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Example1. Can you recreate the
talk from these notes?won't believe... friends... last night... new car... excited ... dinner to celebrate... finish...note from woman...apology... scratched car...look for damage...friends laughing...joke...dumb
2. You will hear a discussion between 3 people on the subject of parental involvement in homework. Note the following details:a. What do children learn by doing homework?b. Why does the mother help her son?
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Activity 3
1.Which listening text would best lend itself to listening for & noting content words, then recreating the text from those words?
2.How would you use Gestures or How Children Acquire Language to practice listening for detail? What questions would you ask?
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Real-life listening
• performance variables: time-creating (stallers, fillers), facilitation (simplify, ellipsis, stock phrases), compensation (redundancy, reformulation, rephrasing) devices, & false starts/ backtracking
• also: reductions & linking
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Example
• Recognizing reductions & linking:a. start on paper with standard formsb. listen & note full forms
• Listening for fillers:use checklist, then listen again & filter out for main ideas
• Listening for false starts: use tapescript to id, then listen to note how they are marked
• Listening for rephrase/repetition: note signals, then re-listen for new wording
• Paraphrasing:a. start on paperb. pairwork jigsaw
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Activity 4
How could you use the Vacations text to introduce or practice real-life listening strategies?
Which text(s) would be best for paraphrase practice?
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Pulling it together
• Present in “natural” groupings
• Recycle & repeat
• Consolidate at regular intervals
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Conclusions
• Give lots of practice time
• Use varied texts
• Combine strategies in different ways
• Encourage use of listening logs
• Start with listening strategy questionnaire
• Use meta-language; be explicit
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References• Brown, H.Douglas (2001). Teaching by principles, An interactive approach to
language pedagogy. NY: Addison Wesley Longman, Inc.• Field, J. (2002). The changing face of listening. In Jack C. Richards & W.A.
Renandya (eds.). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
• Lam, Wendy Y.K. (2002). Raising students’ awareness of the features of real-world listening. In Jack C. Richards & W.A. Renandya (eds.). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
• Nunan, D. (2002). Listening in language learning. In Jack C. Richards & W.A. Renandya (eds.). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
• Peterson, P.W. (2001). Skills and strategies for proficient listening. In Teaching English as a Second or Foreign Language (3rd ed.), M. Celce-Murcia (ed.). Boston: Heinle & Heinle.