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Re-examining Listening Comprehension,[object Object],JoAnn Miller, Editorial Macmillan,[object Object]
Getting recordings,[object Object],What to look for in a recording,[object Object],Where to find recordings,[object Object],The Internet,[object Object],Recording original material,[object Object],Using recordings,[object Object],Our plan for today,[object Object]
ESL/EFL materials and authentic recordings,[object Object],Clear presentation,[object Object],Correct level for your students,[object Object],Different dialects ,[object Object],Native / Non-native speakers,[object Object],Different age groups (children, “older people”),[object Object],What to look for in a recording…,[object Object]
Textbooks,[object Object],Record from radio,[object Object],Record your own,[object Object],Use live from Internet,[object Object],Download from Internet (podcasts) and play as mp3,[object Object],Where to find recordings…,[object Object]
Live from the Internet: ESL Sites with and without Exercises,[object Object]
RANDALL’S ESL CYBER LISTENING LAB,[object Object],Listen:,[object Object],“First Date”,[object Object],“Santa”,[object Object]
Downloadable ESL sites,[object Object]
English Listening Room,[object Object],Note:,[object Object],Only play on computer (RealPlayer),[object Object]
Re-examining listening comprehension
Re-examining listening comprehension
Non-ESL Sites,[object Object]
Re-examining listening comprehension
Re-examining listening comprehension
Live,[object Object]
Re-examining listening comprehension
Re-examining listening comprehension
How to record original materials,[object Object]
Re-examining listening comprehension
Listen,[object Object]
Re-examining listening comprehension
Now what do I do with my recordings?,[object Object]
Listening is..,[object Object],an interpretive process, creative listening,[object Object],an active process,[object Object],often interactive,[object Object],based on spoken English (purpose, syntax, organization, speed, less formal, paralinguistic features),[object Object],Essential Features,[object Object],David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.,[object Object]
process the linguistic forms, hear words ,[object Object],decipher the intention of the speaker, process, judge,[object Object],cope with listening in an interaction,[object Object],understand the whole message,[object Object],The smoke thickened. John collapsed.,[object Object],comprehend the message without understanding every work,[object Object],recognize different genres, set formulas,[object Object],Students must be able to…,[object Object],David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.,[object Object]
Aspects of Listening Comprehension,[object Object],Listening Discrimination,[object Object],Schemata building,[object Object],Top-down or Bottom-up,[object Object],Listening strategies,[object Object],Critical Thinking,[object Object],Multi-skilled activities,[object Object]
Discriminate sounds and intonation patterns,[object Object],Minimal Pairs:  ship / sheep  (/I/~/iy/),[object Object],Example:,[object Object],That ship is big.,[object Object],That sheep is big.,[object Object],Listening discrimination,[object Object]
“Past experiences lead to the creation of mental frameworks that help us make sense of new experiences” ,[object Object],A student’s schemata has to be activated so that he/she can understand the conversation,[object Object],Example:	  My son’s thesis  ,[object Object],Listen,[object Object],Problems: cultural, educational, etc.,[object Object],Schemata Building,[object Object],David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 201.,[object Object]
“…listening is a process of decoding the sounds that one hears in a linear fashion, from the …phonemes…to complete texts.”,[object Object],“…meaning itself is the last step in the process.”,[object Object],Includes:,[object Object],[object Object]
segmenting the stream of speech into constituents, 	'abookofmine' = four words
using graphic clues to identify the information focus of the word
using grammatical cues to organize the input into constituentsBottom-up Processing,[object Object],David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 200-201.,[object Object]
Top-down Processing,[object Object],“…listening actively…reconstructs…the original meaning of the speaker using incoming sounds as clues.”,[object Object],“In the reconstruction process, the listener uses prior knowledge about the context and situation…” (schemata) ,[object Object],Includes:,[object Object],[object Object]
Inferring relationships, topic of the discourse, sequence
Adding missing details
Anticipating outcomesDavid Nunan, Second Language Teaching & Learning, Newburt House, 1999. p. 200-201.,[object Object]
Top-down processing,[object Object],Conscious use of strategies by the students,[object Object],Can be trained,[object Object],Listening Strategies,[object Object],David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 36-37.,[object Object]
Strategies can be taught,[object Object],Academic language learning is more effective with learning strategies,[object Object],Mentally active learners are better learners,[object Object],Learning strategies transfer to new tasks,[object Object],Strategies facilitate “information management”.,[object Object],Strategy training teaches learners how to learn.,[object Object],Listening Strategies: Justification,[object Object],David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 38-39.,[object Object]
Setting (where and when),[object Object],Interpersonal relationships (who),[object Object],Mood, atmosphere, tone (how),[object Object],Topic (what),[object Object],Strategies,[object Object],David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. Chapter 6.,[object Object]
Strategies 2: Guessing Strategies,[object Object],Predicting: Use schemata to guess what will happen.,[object Object],Inferencing: Build on what students hear to guess what will happen or what is really happening.,[object Object]
Critical Thinking?,[object Object],Critical thinking is the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not. ,[object Object],The critical faculty is a product of education and training. It is a mental habit …,[object Object],William Graham Sumner, Sociologist, cited in Wikipedia (June 2006),[object Object]
Critical thinking :,[object Object],a set of cognitive skills,[object Object],the ability and intellectual commitment to use those skills to guide behavior.,[object Object],Critical thinking does not include just:,[object Object], the acquisition and retention of information,[object Object],or the possession of a skill-set which one does not use regularly,[object Object],nor does critical thinking merely exercise skills without consideration of the results.,[object Object],Wikipedia, June 2006.,[object Object]
In groups look at the picture. What is happening? Which do you think the story will describe? Why?,[object Object],Example,[object Object],New American Inside Out, Elementary, Workbook, Unit 7, p. 30.,[object Object]
Listen to the story. Which picture illustrates it? ,[object Object],Example, continued,[object Object]
Listen again and answer the questions:,[object Object],--Where did the story take place?,[object Object],--Who was the boy?,[object Object],--What happened to him?,[object Object],--How did he feel?,[object Object],c. Discuss in groups:,[object Object],	What would you do in the boy’s situation?,[object Object],	Have you ever been in a life and death situation?,[object Object],Example, continued,[object Object]
Pre-listening,[object Object],Builds schemata,[object Object],Listening,[object Object],Strategy Building,[object Object],Post-listening,[object Object],Critical thinking,[object Object],Listening Activity Organization,[object Object]
Pre-listening: schemata building,[object Object],Listen to the story. Which picture illustrates it? ,[object Object]
Listening,[object Object],Strategy Building,[object Object],Listen again and answer the questions:,[object Object],--Where did the story take place?,[object Object],--Who was the boy?,[object Object],--What happened to him?,[object Object],--How did he feel?,[object Object]
Discuss in groups:,[object Object],	What would you do in the boy’s situation?,[object Object],	Have you ever been in a life and death situation? Tell your partner about it.,[object Object],Post Listening: Critical Thinking,[object Object]
Listen to a story and then retell it (gossip) (listening / speaking),[object Object],Listen to a radio show and then write an email to a friend about the ideas (listening / writing),[object Object],Talk to a friend about a TV program, watch it and then call your friend and comment on it (listening / speaking),[object Object],Read an article in a magazine and then listen to a radio program about the same topic (reading / listening),[object Object],Multi-skill Activities,[object Object]

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