IH Barcelona ELT Conference 2019

Listening-decoding: The Hum and Buzz Classroom Richard Cauldwell richardcauldwell@me.com

‘The first book’ ‘The second book’ ‘Free stuff’

“... The process of recognizing words in the stream of speech as it speeds past your ears.” (2018: 1) ...

1.0 Hum and Buzz Ham and bazz, him and bizz, hom and bozz, hʊm ən bʊz || so WELcome to my hum and buzz CLASSroom ||

2.0 Sight substance, sound substance The sight substance of language – its written form – dominates language teaching. This domination results in the neglect of the sound substance.

To improve the teaching and learning of listening we need to treat the sound substance as a parallel dimension into which we can (we should) step/venture at any moment. Often.

Sight substance Sound substance

Visible Goes at reader’s pace Invisible Goes at speaker’s pace

3.0 We can teach listening without recordings This workshop is about the teaching of listening without using recordings. It is about teaching the sound substance.

4.0 Teacher-knowledge 1 – For listening and pronunciation, the goals for mastery are different ‘... our goal as teachers of listening is to help our learners understand fast, messy, authentic speech … [which] … is much more varied and unpredictable than what they need to produce in order to be intelligible’ (Celce-Murcia et al 2010)

5.0 Teacher-knowledge 2 – All sounds may be dropped, blurred or blended. All sounds may be dropped blurred or blended. All words have many different soundshapes.

6.0 Botanic walk

Greenhouse Garden Jungle

I NEver DID IT IN COLLege I NEver did_i_t_in_COLLege i NEver diiin COLLege

7.0 Word-crusher 5 4 3 2 1

1 ba BAM ba ba ba ba BAM baa

2 [crush] BANG! [crush] BANG! [relax]

3 i NE ver did it in COLL ege

4 i AL ways did it in SCHOOL in fact

5 they SAID they did it in TWO weeks

8.0 Rubric CLOSE YOUR BOOK AND exPLAIN BRIEFLY TO YOUR PARTNER WHAT YOU LEARNED FROM THE ARTICLE.

closeyourbookandexplainbrieflytoyourpartnerwhatyoulearnedfromthearticle

5 4 3 2 1

close your BOOK

and ex PLAIN briefly to your PART ner

what you LEARNED from the ART ical

9.0 Streamlining process: Consonant death

5 4 3 2 1

I’m GO ing to lunnen at the WEEK end

London, Dublin, Cardiff, Oxford, Edinburgh, Cambridge

10.0 Classroom instructions with Consonant Death || JUST FINish || the TASK || AND THEN || WE’LL STOP ||

|| juss FINish uh TASK annen we’ll STOP ||

11.0 Classroom instructions with blurring Turn to page ten – term payshtem

12.0 Word clusters || so i’ll go to WORK on the BUS next week ||

13.0 New vocabulary – festival, reliable festival of becomes fessvoof after these streamlining processes: hiss-effect, t-drop, syll-drop, vowell, and v-blur

very reliable becomes verilawoo after these streamlining processes: syllablend, b-blur, vowell, and ‘one for’

14.0 Pronunciation – Pronpack 3 IT’S ON THE CORner OF ... OPPoSITE ... || sonna CORnuff || OFFsit ||

15.0 Limericks I mean you know yeah like wow!

Um wow yeah I mean yeah you know That was sort of like tough

And kind of like rough I mean um you know yeah like wow!

There was a young dentist called Tim Who cleaned people’s teeth in the gym.

On the running machine He brushed their teeth clean

Now Tim’s very slim in the gym.

like There um was a young dentist called like Tim I mean Who cleaned people’s you know teeth in the gym.

you know On the running kind of machine He sort of brushed their teeth clean

Now yeah like Tim’s very slim in the gym.

16.0 Earworms Where there were mountains Would you like a receipt with that?

References Cauldwell, R.T. (2002a). Grasping the nettle: the importance of perception work in listening comprehension.http:||www.developingteachers.com/articles_tchtraining/perception1_richard.htm Cauldwell, R.T. (2002b). Phonology for Listening: Relishing the Messy. Speech in Action Research Paper. Cauldwell, R.T. (2013). Phonology for Listening: Teaching the stream of speech. Birmingham: Speech in Action. Cauldwell, R.T. (2016). Jungle listening: Survival tips for fast speech. [Pilot materials] Birmingham: Speech in Action. Cauldwell, R.T. (2018). A Syllabus for Listening: Decoding. Birmingham: Speech in Action. Celce-Murcia, M., D. M. Brinton, & J.M. Goodwin (2010). Teaching pronunciation: A course book and reference guide. New York:

Cambridge University Press. Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press. Fraser, H. (2011). Teaching suprasegmentals like the stars. Speak Out!, 43, 8-12. Fraser, H. (2014). When teaching phonology isn’t enough: Insights from mondegreens. Speak Out! 50, 29-33. Hasebe, Yoichiro. (2015) Design and Implementation of an Online Corpus of Presentation Transcripts of TED Talks. Procedia: Social

and Behavioral Sciences 198(24), 174–182. TED Corpus Search Engine. http:||yohasebe.com/tcse Sergeeva, O. & Sukhomlin, K. (2016). Tube Quizard. www.tubequizard.com. [Accessed 01 April 2017]. Sullivan, S.M.E. (2017). Speechstream: helping adults to hear. Speak Out! 56: 8-19 Thorn, S. (2009). Mining listening texts. Modern English Teacher, 18/2, 5-13.