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Outline
• Overall challenges of listening
• Academic listening challenges – General features and strategies
– Linguistic features and practice
• Challenges revisited
Listening - Challenges
Some ideas: 1. Listening is a means to an end
2. Monitoring student progress
3. Materials tend to test not teach
4. Scripted vs authentic material
Academic Listening - Challenges
The only differences are the contextual and
linguistic features which are specific to academia
Approaching the challenges and understanding the content requirements…
Listening as a means to an end
Aim of lectures: Understand & record information
‘Lectures’: The listening is the end
Book content developed from authentic lectures
What strategies and language are required? • Pre & post listening strategies
• Academic skills e.g. note-taking
• Language features of academic English
• Pronunciation features
• Functions
Academic Listening - General Features
• No surprises – course/ module handbook
• Dense subject specific content
• More explicitly structured than GE listenings
• Extended monologues
• Students are expected to take notes
• Multi processing (thinking, understanding, taking notes,
evaluating)
• Evaluative: persuasive, critical, analytical etc.
• Factual vs perspective/ opinion
General Features - strategies
Pre and post reading academic skills:
• Pre-reading set texts/ articles
• Looking up key vocabulary
• Reading around the topic on the Internet
• Choosing a note-taking system
• Reviewing lecture notes
• Discussing lecture notes with classmates
• Rewriting notes
• Filing and organising notes
Academic Listening – Linguistic Features
Feature Example
Functions Fact/ opinion Structure Main & supporting ideas Rhetoric
Grammar/ Vocab
Signposting Reporting verbs Noun phrases Phrasal verbs Passive Idiomatic phrases Hedging
Pronunciation Accent and intonation Connected speech and chunking Speaker error
Listening - Challenges
1. Listening is a means to an end
What are your students listening to and why?
2. Monitoring student progress
How do you measure if students are improving?
3. Materials tend to test not teach
How can you exploit ‘simplistic’ materials for your students’ needs?
4. Scripted vs authentic material
Can you use scripted materials in order to build up to authentic listening?