Post Listening

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    TSL3105Methodology inTeaching Listening

    and SpeakingPost listening skills and activities

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    Definition and purpose

    Post listening activities embrace all the workrelated to a particular listening text which are doneafter the listening is completed

    In the past, the most common form of post-listening activity – answering multiple choicequestions, ‘open questions

    It is still widely used for examinations, but it is

    difficult because it depends on writing and readingskills, and also memory!

    "ook at the students ob#ectives

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    $hecking whether the students have understoodwhat they needed to understand and whetherthey have completed whatever while-listening

    task successfully %ive students the opportunity to consider the

    attitude and manner of the speakers of thelistening text

    &xpand on the topic or language of the listeningtext, perhaps transfer things learned to anothercontext

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    'hat does post-listening activities involve(

    )esides checking the answers etc,

    teachers need to look at what the studentsfound problematic * troubleshooting

    +he big question is – 'here was there a

    breakdown in communication, and why(

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    Troubleshooting 'as it caused by features of pronunciation(

    'as it unknown or unrecognied vocabulary

    that caused the problem(

    'as it the speed at which the speaker


    'as it a problem related to syntax(

    'as it world knowledge(

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    +eachers also need to find out what the

    students didnt struggle with, and how they

    came to their answers – was it caused byimprovement at the skill, was it a lucky


    tudents answers tell nothing about how

    they came to those answers, so teachers

    have to infer this information

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    The nature of postlistening !ork 

    $an be much longer than while-listening


     .ctivities which go further than merelychecking comprehension need to have a

    purpose on their own

    Post listening activities need to beinteresting enough to sustain students


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    "hecking and Su##arising

    tudents feel less intimidated when they discussanswers to pre-set questions in small groups or inpairs

    In student-centered teaching, we begin from whatthe students can offer!

     .sk questions like /'hat did you understand(0 /+ryto summarie the listening with your partner0 etc!

    'hy is this useful( 1irst, it focuses on students strengths

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    econd, asking students to summarie

    means they are doing something with the

    information, a situation that reflects most ofthe listening that we do outside the


    +hird, summariing focuses on what is

    important – the gist, but allows students to


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    +echniques for summarising

    - +ake it in turns

    - )reak it down- 2ote comparison

    - %roup summary

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     .ny extended listening text that is not functional in nature,should be interesting enough to inspire comments ordebates!

    +exts containing conflict, contentious areas or challenging

    topics naturally lend themselves to discussions!  .ctivities3- Personalise- Questions- Statements

    - Sorting lists- Pros and cons

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    "reati%e responses

    +here are small acts of linguistic creativity almost every timewe open our mouths!

    $reativity is always associated with writing!

    Post listening activities that involve writing3- Genre transfer 

    - Moral or headline

    - Write on  .ctivities that involve speaking

    - Sound effects story - Hot seat 

    - Illustrate

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    "ritical responses

    $reative and critical thinking are often


    4ne of the most important elements of acritical response to a listening passage is an

    awareness of the speakers viewpoint,

    biases and pre#udices

    5sage of this activity depends on the type

    of students we have

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    &nfor#ation e'change

    Interpretation may also come into play

    when we exchange information!

     .ctivities3- Jigsaw 

    - News igsaw 

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    Proble# sol%ing


    - !isting 

    - Sorting - "anking 

    - #rdering according to criteria

    - $esigning something 

    - Solving moral dilemmas

    - Solving mysteries

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    Deconstructing the listening te't

    If we want to examine listening texts for theirsalient features-grammar, vocabulary,cohesive devices, discourse markers,pronunciation etc-we need to pull them apart

    +wo ways-one, play short segments of therecording and stopping them so that

    students can focus on the desired features +wo-using transcripts

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    Reconstructing the listening te't

    %et students to reconstruct them

    +eachers role is to provide fragments of the text

    or a damaged or abbreviated form of it!


    - Ga%&fill 

    - Story'oard 

    - $isa%%earing dialogues

    - "e&ordering