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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit 9 Teaching Listening,Why does listening seem so difficult for students?,What do we listen to in everyday life?,What are the characteristics of the listening process?,What are the principles and models of teaching listening?,What are the common activities in teaching listening?,1/22,9.1 Why does listening seem so difficult?,Importance of listening,Of the total time an individual is engaged in communication,approximately 9%is devoted to writing,16%to reading,30%to speaking,and 45%to listening(Rivers&Temperley,1978)=Listening should be given more attention in language teaching.,2/22,9.1.1 Problems in listening,Goh()listed some problems reported by learners when listening to an English text.,Quickly forget what is heard.,Do not recognize words they know.,Understand the words but not the intended message.,Neglect the next part when thinking about meaning.,Unable to form a mental representation from words heard.,Do not understand subsequent parts of input because of earlier problems.,3/22,9.1.2 Reasons for difficulty in listening,Listening is often neglected in language teaching due to lack of teaching materials,lack of equipment in some schools,and lack of real-life situations where learners need to understand spoken English.,Even if listening were not neglected,Different speakers produce the same sounds in different ways(dialects,accents,stresses,rhythms,intonations);,The listener has little or no control over the speed of the input of spoken material;,Speech is likely to be distorted with background noise;,(pp.136-137),4/22,9.2 What do we listen to in everyday life?(Ur,1996),Loudspeaker announcements,Radio news,Lesson,lecture,Conversation,gossip,Instructions,Watching television,Watching movies,Telephone conversations,Interview,Shopping,Story-telling,Meetings,Negotiations,Theater show,5/22,9.3 Characteristics of the listening process(Ur,1996),Spontaneity,Most of the time we listen to people speaking spontaneously and informally without rehearsing.,Context,Is usu known to both L and S,which helps predict what we are going to hear.,Visual clues,The visual clues such as facial expressions,gestures and other body language as well as the surrounding environment help us understand and predict what we hear.,Listeners response,Most of the listening in daily life allows L to respond to S(interruption,repetition or clarification).,Speakers adjustment,S can adjust the way of speaking according to Ls reactions.,6/22,9.4 Principles and models for teaching listening,9.4.1 Four principles,Focus on process,:listening is as active a skill as speaking(attending,parsing,decoding,re-encoding,understanding),Combine listening with other skills,:listening is not an isolated skill.Listening+speaking(retelling,interviewing,discussion,answers);listening+writing(note-taking,a writing task).,Focus on comprehension of meaning,:listening comprehension,not memory checking.,Grade difficulty level appropriately,:3 major factors 1)type of language used;2)task or purpose in listening;3)context in which the listening occurs.,7/22,9.4.2 Principles for selecting and using listening activities,Oxford(1993:210)offered 12 principles:,The listening activity must have,a real,communicative purpose,.,The activity must use,authentic language,without significantly slower or simpler speech.,Pre-listening tasks,(e.g.discussing the topic,brainstorming,presenting voc,sharing of related articles)must be used to stimulate the appropriate background knowledge and help learners identify the purpose of the activity.,The listening text must offer,content,that is personally,interesting and motivating to learners.,8/22,To,allow listeners to infer meaning from body language and related context clues,the speaker must be visible whenever possible.,The activity must offer many,environmental clues,to meaning.,When possible,the whole listening text should be given,and then divided into parts that can be repeated.,At the end,the whole text should be given again,and,ss should have opportunity to discuss their hypotheses,and how they tested and altered them.,The activity requires,listeners to respond in some meaningful fashion,individually or in pairs/groups.,The activity must,be fashioned,so that ss with normal background knowledge are able to understand the topic.,The activity must be,typical for its own speech type,.,The classroom,climate must be non-threatening and positive,.,9/22,9.4.3 Models of listening process,Bottom-up model,Listening comprehension starts with sound and meaning recognition,then to words,phrases,and structures.,Top-down model,Listening comprehension involves“knowledge that a listener brings to a text,sometimes called inside the head information”(Hedge,:232).,Listening for gist and making use of contextual clues and background knowledge to construct meaning are emphasized.,10/22,Interactive model,The two processes are mutually dependent.,Comprehension is“the result of integration of the information conveyed by the text with information and concepts already known by the listener.”,11/22,9.4.4 Three teaching stages,Pre-listening,While-listening,Post-listening,12/22,9.5 Pre-listening activities,Three things for teachers to consider:,How to motivate ss by making the topic relevant and interesting?,What knowledge is already known to ss and how to activate known knowledge for new knowledge to be built upon?,What language support is needed?,to motivate ss,to activate their prior knowledge,to teach key words or key structures,so as to get ss prepared.,13/22,9.5.1 Predicting,Good listeners are good predictors.,Teachers should design activities to help ss predict the content of what they are about to hear.,E.g.use a picture,some visual aids;ss read the listening comprehension questions before they listen(guess the topic),14/22,9.5.2 Setting the scene,Teachers help provide the background information to activate ss schema.,For example,a passage about Yao Ming,15/22,9.5.3 Listening for the gist,Listening for the gist is similar to skimming a passage in reading.,The key is to ask ss 1 or 2 questions that focus on the main idea or the tone or mood of the whole passage.,16/22,9.5.4 Listening for specific information,It is important to expose ss to a variety of types of listening texts for a variety of purposes so that they will develop a variety of listening strategies to use for different situations.,E.g.listen to the weather report for tomorrows temperature in the city where we live;listen to airport announcements for the boarding time of our flight,17/22,Summary on pre-listening activities,Pre-listening tasks should not take much time.,We select most often one kind of activity before each listening session.,The purpose is to motivate ss,activate their schema,to add context,prepare ss for necessary language so that the actual listening itself becomes easier.,18/22,9.6 While-listening activities,No specific responses,By not giving ss any task the first time they listen to a passage,it can,take the anxiety out of listening,.,Listen and tick(p.148),Listen and sequence(p.149),Listen and act,Listen and draw(Task 11),Listen and fill(in the blanks),Listen and take notes(p.151),19/22,9.7 Post-listening activities,Multiple-choice questions,Answering questions(comprehension or inference),Note-taking and gap-filling(e.g.mini-lecture in TEM8),Dictogloss(cf.dictation),Preparation(introduce the topic,key words,general questions),Dictation(at normal speed),Reconstruction,Analysis and correction,20/22,Summary on post-listening activities,Tasks like role play,debate,discussion,writing back,etc.offer opportunities to,integrate listening with the practice of other language skills,to integrate what ss have listened to with their own knowledge and meanwhile they can show their personal views and reactions towards what theyve heard.,Do not require ss to remember more details than a NS would be able to do in real life.,Do not spend too much time giving ss with traditional test-taking questions(not authentic).,21/22,Conclusion,A better understanding of the listening process and the characteristics of spoken language will help understand the difficulties that ss experience in developing listening skills.,Teaching listening should focus on the process of listening rather that the result of listening.,Listening activities should not merely test ss memory.,22/22,
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