(1) PDP Framework P = Pre-listening D = During-listening P=
Post-listening
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Pre-listening
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(1) Pre-listening Purpose Help students prepare for what they
are going to hear (which will give them a greater chance of success
in any task) Activities Activate schemata (to help predict content)
Generate interest in the topic Teach lexical items Set up a reason
to listen
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(1) During-listening Purpose Students interact with the text to
improve their listening skills Activities (step-by-step carefully
sequenced and scaffolded) Main idea/Gist (general) Details
(specific) Inferences (what is not explicitly stated) Summarize
(comprehensive) *Need to do a different task for each repeated
listening (x3).
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(1) Post-listening Purpose Build and expand on what students
have learned in the lesson (which includes integrating other
language skills and personalizing content) Activities Comprehension
questions Vocabulary review Response to content (orally and/or in
writing) Extension work or project(s)
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(2) Role of the teacher Tailor (text must fit class appropriate
topic, level, genre, etc.) Stand-up comedian (best source of input;
hold an audience) Sleuth (analyze lesson language before class for
comprehension) Engineer (working knowledge of equipment) Spy
(observe students while listening) Doctor (expert at diagnosis
things that went wrong) Firefighter (get out of trouble
lesson/listening text is too difficult) Tour guide (point out whats
interesting and ignore what isnt)
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(3) Cole and Jakimek (1980) In mud eels are, in clay none are
Listeners had to report back what they had heard, but proved
totally incapable of understanding the sentence. Relevance: Shows
that, without a clear context, connected speech often becomes
inaccessible.
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(4-5) Context and Pre-listening Who is speaking and who is
listening? Why? What is their relationship? Where are they and what
are they trying to achieve? What language are they using (verbal
and body) and how are they using it (tone, pitch, accent, volume,
speaking style, etc.)? What information will be heard in the
listening text (to include length, function persuading, and
structure monologue)? What is the topic? Familiar or requires
special knowledge?
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(6) Activating schemata Brainstorming (generate ideas >
narrow down) Visuals (immediate and evocative) Realia (link
classroom to outside world; memories/associations) Texts and words
(vital information, motivates us to investigate) Situations
(typical/routine familiarity helps predict/anticipate) Opinions,
ideas and facts (broadens and involves)
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(7) Establishing reasons for listening 1.Make the purpose
realistic (task must reflect type of listening text) 2.Make the
goal achievable 3.Get the students involved (time, effort, and
thought)
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(8-9) Most motivating task Listen for answers to our own
(generated) questions 1.Higher-order questions: Analyze something
or personalize the issue (open-ended, produce deep/critical
thinking) 2.Lower-order questions: Require basic factual
information (usually have just one correct answer) 3.Display
questions: Teacher asks for a correct form (rather than for any
thought) *Higher-order and lower-order questions help activate
schemata.
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(10) Pre-teaching vocabulary (factors) Time it takes to teach
each word Whether the word is worth the effort (key: efficiency
familiar context, pronunciation, do something with it sentence,
personalize) Number of words to be pre-taught (fewer the
better)
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(11) Chang and Read 160 Taiwanese students Pre-teaching
vocabulary isnt very effective Newly-learned vocabulary is usually
not accessible to students during the mid- listening phase (cant
process spoken form of the word and meaning simultaneously >
needs to be automatized several opportunities to process over time)
Pre-teaching vocabulary tends to encourage students to focus on the
target vocabulary rather than the meaning of the passage as a whole
Guessing unknown words is a valuable skill (one that students
should practice regularly) *Teachers need to think carefully about
which words to pre-teach, how to pre-teach them and whether the
meaning of unknown words can be inferred and checked in the
post-listening phase).
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(12) Pre-listening: Things to avoid 1.Dont let the
pre-listening stage drag on (keep short, fast-paced) 2.Dont give
away too much information to the students (introduce the topic;
dont give all the answers) 3.Dont do a listening before the
listening (no teacher monologues; let students do as much speaking
as possible) 4.Dont just talk about the general topic (focus on
content of the passage; relevant to what students will hear)
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While-listening
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(1) While-listening: Why and help 1.Help students understand
the listening passage Provide a focus Allow them to perceive the
texts structure Help them chunk the listening into sections or
units of information Provide clues as to how they might respond
Keep them concentrating throughout the passage Contribute towards
the entertainment factor 2.Have students show evidence of
understanding or non-understanding
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(2) Production vs. Recognition 1.Productive responses
Note-taking Writing answers to questions Correcting errors
Completing tables, charts, diagrams, sentences 2.Recognition
responses Answering multiple-choice and true/false questions
Ticking words and phrases that are heard Matching and choosing
pictures Wise to remember: Listening is comprehension not
production
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While-listening tasks 1.Listening for gist 2.Listening for
detail 3.Inferring 4.Participating actively 5.Note-taking
6.Dictation 7.Listen and do
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(3) Listening for gist On their first encounter with a passage
in the classroom, students usually listen for gist the main idea.
Before we can develop any discussion of themes, analyze language
used, examine features of pronunciation, etc., the students need to
have grasped the overall communicative intention of the speaker.
This forms the basis and context of all other work that we do on
the text.
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(4) Listening for detail After listening for gist, students
usually listen in detail or for specific information
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(5) Inferring A thinking skill in which we make deductions by
going beyond what is actually (explicitly) stated When we infer at
a higher level, the situation must demand an inference (i.e. either
something latent remains unsaid or there is a hidden truth below
the surface of the situation a gap the listener fills in)
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(6) Participating actively: How to By listening and responding
either verbally or by categorizing aspects of what they hear
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(7) Note-taking Note-taking promotes a higher level of
attention
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(8) Dictation: Benefits Forces students to be active during and
after the task Works well for mixed-ability and large classes
Provides access to interesting texts Is a multiskilled activity Is
a great way to focus the attention of over-animated students or
daydreamers at the back of the class Is very flexible (with
numerous variations)
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(9) Dictation: Common approach
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(10) Dictation: Built-in danger Students could slip into robot
mode writing down what they hear without actually thinking about
the content (i.e. become speech transcription devices)
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(11) Listen and do: Useful Good for mixed-ability classes as
most activities dont require an oral response plus the (TPR)
commands tend to be very short (requiring the listener to pay
attention to just a few words)
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Post-listening
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(1) Pre-listening and While-listening Pre-listening prepares
students for listening by getting them interested in the topic,
activating schemata and working with top- down ideas
While-listening is when students are on-task and engaged in real-
time processing of the input (easy to difficult, general to
specific e.g. gist > details > Inferences)
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(2) Post-listening Pre-listening involves: Checking answers
Going into detail by looking at both top-down features (e.g.
setting of the passage or information about the speakers) and
bottom-up features (e.g. individual words or phrases) Looking at
what students found problematic (i.e. do troubleshooting)
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(3) Troubleshooting Where was there a breakdown in
communication? Why? Was it caused by pronunciation? Was it an
unknown or unrecognized vocabulary that caused the problem? Was it
the speed at which the speaker talked? Was it a problem related to
syntax/grammar/structure/order of words? Was it world
knowledge?
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(4) Diagnostic Like good doctors, we offer remedies strategies,
techniques, exposure to grammar, vocabulary and discourse markers,
and further listening practice We also find out what the students
didnt struggle with and how they came to their answers (i.e. does
their success represent improvement with a particular skill/set of
skills or was it a lucky guess?)
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(5) Long-term goal Ensure a successful process (i.e.
intelligent use of top-down and bottom-up information, as well as
good strategy use) as much as a successful product (i.e. the
correct answer)
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(6) Post-listening activities Checking and summarizing (assess
student understanding of the text) Discussion (opportunities for
comments and personalization) Creative responses (involve both
writing and speaking) Critical responses (awareness of the speakers
viewpoint, biases, prejudices) Information exchange (share
information e.g. jigsaw) Problem-solving (listing, sorting,
ranking, ordering, solving, etc.) Deconstructing the listening text
(play short segments of the text > focus on salient features
e.g. grammar or vocabulary + using transcripts) Reconstructing the
listening text (provide fragments of the text > have students
put back together e.g. dictogloss or gap-fill)