Listening Active or Passive Process

Universidad de CaraboboFacultad de Ciencias de la Educación

Dirección de Postgrado Especialización en la Enseñanza de Ingles como Lengua

ExtranjeraProf. Mary Allegra

STUDENT’S NAMES:Àvila, Lirauly

Landaeta, M. Liliana

LISTENING

TRENDS IN SECOND/FOREIGN (S/FL) EDUCATION AS FROM 1975.

• Individual learners and the individuality of learning.

• Listening and reading as non passive and a very complex receptive processes.

• Listening comprehension being recognized as a fundamental skill.

• Real language used for real communication as a viable classroom model.

“Speaking does not of itself constitute communication unless what is said is comprehended by another person… teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached”

(Rivers, 1966, pp.196, 204)

FOUR MODELS OF LISTENING AND LANGUAGE INSTRUCTION

Model 1: Listening and repeating

Learner’s goal: to pattern-match; to listen and imitate; to memorize.

Value: Enable students to do pattern drills, to repeat dialogues, and to use memorized prefabricated patterns; to imitate pronunciation patterns

Model 2: Listening and answering comprehension questions

Learner goals: to process discrete-point information; to listen and answer comprehension questions.

Value: Enable students to manipulate discrete pieces of information, do not require students to make use of the information for any real communicative purpose beyond answering the questions; It is not interactive two-way communication.

Model 3: Task listening

Learner goals: to process spoken discourse for functional purposes; to listen and do something with the information, that is, carry out real tasks using the information received.

Value: the focus is task-oriented, not question-oriented. to use info., not to answer it.

Model 4: Interactive Listening

Learner goals: to develop aural/oral skill in semiformal interactive academic communication; to develop critical listening, critical thinking, and effective speaking abilities.

Value: the focus is communicative/competence-oriented as well as task oriented.

LISTENING ACTIVE OR PASSIVE PROCESS

Implications for Instructions

TYPES OF LISTENING MODES

Bidirectional

Unidirectional

Autodirectional

PSYCHOSOCIAL FUNCTIONS OF LISTENING

Transactional Language Function

Interactional Language Function

Implications for instruction

MODEL OF LISTENING COMPREHENSION PROCESS

Bottom up processing

Top down processing

Interactive processing

LINGUISTIC ASPECTS OF LISTENING COMPREHENSION

Linguistic Messages

Paralinguistic Messages

Extralinguistic Messages

LANGUAGE FUNCTIONS AND ATTITUDES

Imparting and seeking factual information

Getting things done

Socializing

Intellectual Attitudes

Information Processing

Linguistic Functions

Dimensions of Cognitive Processing

LISTENING AS A LANGUAGE ACT

THREE PRINCIPLES FOR MATERIALS DEVELOPMENT IN LISTENING

COMPREHENSION

Relevance

Transferability/Applicability

Task Orientation

Language use tasks (“Listen-and do”)

Listening and performing actionsListening and performing operationsListening and solving problemsListening and transcribingListening and summarizing informationInteractive listening and negotiating of meaning

through questioning /answering

A Base of Content ExperiencesA Base of Operational Experiences

Language analysis tasks

To analyze “fast speech”To chunk the input into units for interpretationTo analyze sociolinguistic dimensionsTo analyze strategies used by speakers to deal with miscommunication, communication break-downs, distractions, etc.

COMMUNICATIVE OUTCOMES: AN ORGANIZATION FRAMEWORK

What is an outcome?

An outcome is a realistic task that people can envision themselves doing and accomplishing something. An outcome is an essential component in both two-way and one-way communication listening comprehension activities.

(Sinclair, 1984)

SIX CATEGORIES OF OUTCOME

Outcome 1: Listening and Performing Actions and Operations.

Listening and drawing a pictureLocating routes on a mapSelecting a pictureIdentifying a personPerforming hand or body movements as in “Simon Says”Operating an equipmentCarrying out steps in a process

Outcome 2: Listening and Transferring information

Two types of transferring information:

Type 1: Spoken-to-written

Listening and taking a message

Type 2: Spoken-to-spoken

Listening to directions

Outcome 3: Listening and solving problems

Games and puzzlesSolving a riddleAsking questions in order to identify something

Outcome 4: Listening, Evaluating, and Manipulating Information

Writing information received and reviewing it in order to answer questions or solve a problemEvaluating arguments in order to take a position Making predictions from information received,

Outcome 5: Interactive Listening-and-Speaking: Negotiating Meaning through Questioning/Answering Routines

Repetition, paraphrase, verificationClarification, elaboration, extension, challenge

Outcome 6: Listening for enjoyment, pleasure, and sociability

This outcome can include listening to songs, stories, plays, poems, etc.Questions on personal topics.

SELF-ACCESS/SELF-STUDY LISTENING AND LANGUAGE

LEARNING

Students check out a listening packet containing audio-or video tape, and others.

Students play the tape on their own schedule of starting, stopping, and replaying.

Students check their work themselves for verification of comprehension.

Students consult the teacher or monitor when necessary.

THEORIES OF LISTENING COMPREHENSION

Asher’s (1969)

Krashen (1985)

LISTENING COMPREHENSION IS A MULTILEVEL, INTERACTIVE PROCESS OF

MEANING CREATION

Perceptual Processing Parsing Phase Utilization Stage

SCHEMA THEORY

Formal Schemata Content Schemata

MODELS OF THE COMPREHENSION PROCESS

Internal reproduction of the speaker’s message in the listener’s mind Placing more emphasis on the goals and internal meaning structures of the listener

Incorporating the distinction between controlled and automatic processing as well as the active role of the listener in attention and monitoring

PRINCIPLES FOR LISTENING COMPREHENSION IN THE CLASSROOM

Increase the amount of listening time in the second language class Use listening before other activities

Include both global and selective listening

Activate top level skills

Work towards automaticity in processing

Develop conscious listening strategies

THE LISTENING PROCESS

STAGES OF THE LISTENING PROCESS

Hearing

Understanding

Remembering

Evaluating

Responding

LISTENING SKILL

LISTENING STRATEGIES

Top down strategies

Bottom up strategies

Metacognitive strategies

Cognitive strategies

Socioaffective Strategies

PROFILE OF THE BEGINING LEVEL STUDENT IN LISTENING

Techniques for global listening

Selective listening techniques


Bottom up exercises

Discriminate between phonemes

Explanation

Listen for morphological endings

Explanation


Top down exercises

Get the main idea of the passage

Explanation


Interactive exercises

Compare information that you hear with your own experience

Explanation

PROFILE OF THE INTERMEDIATE LEVEL STUDENT IN LISTENING

Techniques for global listening

Selective listening techniques


Bottom up exercises

Differentiate between content and function words by stress pattern

Explanation

Find the stressed syllable

Explanation


Top down exercises

Make inferences

Explanation



Recognize missing grammar

Explanation

PROFILE OF THE ADVANCED LEVEL STUDENT IN LISTENING


Bottom up exercises

Use features of sentence stress and intonation to identify important information for note taking

Explanation


Top down exercises

Recognize point of view

Explanation



Make inferences about the text

Explanation

TASKS Task-based listening

1. The activity must really demand listening.2. It mustn´t be simply a memory test.3. Tasks should be realistic or useful in some way4. The activity must actively help them to

improve their listening.5. It shouldn´t be threatening.6. Help students work around difficulties to

achieve specific results.

LEAD IN

Task-feedback circlePRE-TASK WORK

(OPTIONAL)SET CLEAR TASK

PLAY TAPE

FEEDBACK ON TASK(St to st) or (st to t) or…?

COULD THEY DO THE TASK?

NOYES

CONCLUDE

Pre-listening introduction Work on vocabulary,

prediction

Don’t ask unfair questions

If they couldn’t do the task, they need to listen again

Tie up loose ends, lead to follow up activities, review

SOME GUIDELINES FOR LISTENING SKILLS WORK IN

CLASSKeep the recording short (2 minutes)

Play the recording a sufficient number of times.

Let students discuss their answers together.

Don’t immediately acknowledge correct answers with words

or facial expressions.

Aim to get students to agree together without your help.

Give help if they are completely stuck

Don’t let them lose heart

LISTENING IDEAS

News headlines

Jigsaw listening

Jigsaw task ideas

The tape gallery

Home recording

Live listening

Documents

Listening Active or Passive Process