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TEACHING RECEPTIVE SKILLS: TEACHING RECEPTIVE SKILLS: LISTENING AND READING LISTENING AND READING Alma Delia Frías Puente Alma Delia Frías Puente Enero 2009. Enero 2009.

TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

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Page 1: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

TEACHING RECEPTIVE SKILLS: TEACHING RECEPTIVE SKILLS: LISTENING AND READINGLISTENING AND READING

Alma Delia Frías PuenteAlma Delia Frías Puente

Enero 2009.Enero 2009.

Page 2: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

Views of listening that have dominated Views of listening that have dominated language pedagogy over the last language pedagogy over the last

twenty yearstwenty years

““BOTTOM-UP” PROCESSINGBOTTOM-UP” PROCESSING

““TOP-DOWN” PROCESSINGTOP-DOWN” PROCESSING

Page 3: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

““BOTTOM-UP” PROCESSINGBOTTOM-UP” PROCESSING

Listening is a process of decoding the sounds that one Listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful hears in a linear fashion, from the smallest meaningful units (or phonemes) to complete texts. /s/ /sh/units (or phonemes) to complete texts. /s/ /sh/

PHONEMIC UNITS are decoded and linked together to PHONEMIC UNITS are decoded and linked together to form WORDS, words are linked together to form form WORDS, words are linked together to form phrases, PHRASES are linked together to form phrases, PHRASES are linked together to form UTTERANCES, and utterances are linked together to UTTERANCES, and utterances are linked together to form complete MEANINGFUL TEXTS. form complete MEANINGFUL TEXTS.

It assumes the listener takes in and stores messages in It assumes the listener takes in and stores messages in much the same way as a audio-recording, sequentially, much the same way as a audio-recording, sequentially, one sound word, phrase, and utterance at a time.one sound word, phrase, and utterance at a time.

Page 4: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

““TOP-DOWN” PROCESSINGTOP-DOWN” PROCESSING

The listener actively constructs (or, more accurately, The listener actively constructs (or, more accurately, reconstructs) the original meaning of the speaker using reconstructs) the original meaning of the speaker using incoming sounds as clues.incoming sounds as clues.

In this reconstruction process, the listener uses prior In this reconstruction process, the listener uses prior knowledge of the context and situation within which the knowledge of the context and situation within which the listening takes place to make sense of what he or she listening takes place to make sense of what he or she hears.hears.

Context of situation includes such things as knowledge Context of situation includes such things as knowledge of the topic at hand, the speaker or speakers and their of the topic at hand, the speaker or speakers and their relationship to the situation as well as to each other, and relationship to the situation as well as to each other, and prior events.prior events.

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SCHEMA THEORYSCHEMA THEORY

Psychologist Bartlett (1932).Psychologist Bartlett (1932).

The knowledge we carry around in our heads is The knowledge we carry around in our heads is organized into interrelated patterns. organized into interrelated patterns.

These patterns are like stereotypical mental scripts or These patterns are like stereotypical mental scripts or scenarios of situations and events, built up from scenarios of situations and events, built up from numerous experiences of similar events.numerous experiences of similar events.

During the course of our lives we build up literally During the course of our lives we build up literally hundreds of mental schemas, and they help us make hundreds of mental schemas, and they help us make sense of the many situations we find ourselves in during sense of the many situations we find ourselves in during the day, from catching the bus to work, to taking part in a the day, from catching the bus to work, to taking part in a business meeting, to having a meal.business meeting, to having a meal.

Page 6: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

SCHEMA THEORYSCHEMA THEORY

It is based on the notion that past experiences lead to It is based on the notion that past experiences lead to the creation of mental frameworks that help us make the creation of mental frameworks that help us make sense of new experiences.sense of new experiences.

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Cross-cultural situationsCross-cultural situations

When we apply the wrong or inappropriate SCHEME to a When we apply the wrong or inappropriate SCHEME to a situation it can get us into troublesituation it can get us into trouble..

- Taiwan - Taiwan - Business dinner- Business dinner - Host offering a seat- Host offering a seat - The seat that was facing the door- The seat that was facing the door - Seat of honor- Seat of honor - The most important person- The most important person - You should decline it - You should decline it - Perhaps on the fourth or fifth time - Perhaps on the fourth or fifth time that someone insiststhat someone insists

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It has been demonstrated by research that we do not It has been demonstrated by research that we do not store listening texts word-for-word (Bottom-up store listening texts word-for-word (Bottom-up approach).approach).

When asked to listen to a text, and then write down as When asked to listen to a text, and then write down as much as they recall, listeners remember some bits, much as they recall, listeners remember some bits, forget some bits, and often add in bits that were not forget some bits, and often add in bits that were not there in the original listening.there in the original listening.

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In developing lessons, materials, courses, it is important, In developing lessons, materials, courses, it is important, not only to teach bottom-up processing skills such as the not only to teach bottom-up processing skills such as the ability to discriminate between minimal pairs, but it is ability to discriminate between minimal pairs, but it is also important to help learners use what they already also important to help learners use what they already know to understand what they hear.know to understand what they hear.

If teachers suspect that there are gaps in their learners´ If teachers suspect that there are gaps in their learners´ knowledge, either of content or of grammar or knowledge, either of content or of grammar or vocabulary, the listening itself can be preceded by vocabulary, the listening itself can be preceded by schema building activities.schema building activities.

Now hear this!Now hear this!

Page 10: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

TYPES OF LISTENINGTYPES OF LISTENING

THE TYPE OF TEXT BEING LISTENED TOTHE TYPE OF TEXT BEING LISTENED TO

Monologues (lectures, speeches, and news broadcasts)Monologues (lectures, speeches, and news broadcasts) - Planned: Media broadcasts and speeches- Planned: Media broadcasts and speeches - Unplanned: anecdotes and narratives.- Unplanned: anecdotes and narratives.

DialoguesDialogues - Social / interpersonal- Social / interpersonal - Transactional- Transactional

Page 11: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

LISTENING PURPOSELISTENING PURPOSE

Listening to a news broadcast to get Listening to a news broadcast to get - a general idea of the news - a general idea of the news - specific information- specific information - the results of an important sporting event- the results of an important sporting event

Listening to a sequence of instructions forListening to a sequence of instructions for operating a new piece of computer software.operating a new piece of computer software.

Listening to a poem or short story.Listening to a poem or short story.

Page 12: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

THE ROLE OF THE LISTENERTHE ROLE OF THE LISTENER

Reciprocal listening:Reciprocal listening: The listener is required to take part in the interaction.The listener is required to take part in the interaction.

Nonreciprocal listening:Nonreciprocal listening: The listener (often to his or her frustration) has no opportunity to The listener (often to his or her frustration) has no opportunity to

answer back , clarify understanding, or check that he or she answer back , clarify understanding, or check that he or she comprehended correctly.comprehended correctly.

In designing listening tasks, it is important to teach learners to adopt In designing listening tasks, it is important to teach learners to adopt a flexible range of listening strategies. a flexible range of listening strategies.

This can be done by holding the listening text constant and getting This can be done by holding the listening text constant and getting learners to listen to the text several times, but following different learners to listen to the text several times, but following different instructions each time.instructions each time.

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LISTEN TO MELISTEN TO ME

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RESEARCH INTO LISTENINGRESEARCH INTO LISTENING

COMPREHENSIBLE INPUTCOMPREHENSIBLE INPUT

Comprehension-before-production approach facilitate language acquistion in Comprehension-before-production approach facilitate language acquistion in the early stages.the early stages.

We should stress comprehension rather than production at the beginning We should stress comprehension rather than production at the beginning

levels with no demand on the learners to produce the target language.levels with no demand on the learners to produce the target language.

Language should be associated with things that are physically present in the Language should be associated with things that are physically present in the environment.environment.

Learners should demonstrate comprehension by listening to and carrying Learners should demonstrate comprehension by listening to and carrying out instructions.out instructions.

In the area of listening for academic purposes, knowledge of discourse In the area of listening for academic purposes, knowledge of discourse markers can facilitate comprehension.markers can facilitate comprehension.

The importance of incorporating authentic data into the teaching of listening.The importance of incorporating authentic data into the teaching of listening.

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TASK DIFFICULTYTASK DIFFICULTY

TASK DIFFICULTYTASK DIFFICULTY

An important consideration for pedagogy concerns task difficulty.An important consideration for pedagogy concerns task difficulty.

Grammatical complexity is not the sole factor to determine the order Grammatical complexity is not the sole factor to determine the order of tasks.of tasks.

1. The organization of information1. The organization of information 2. Whether the text describes a “static” or “dynamic” 2. Whether the text describes a “static” or “dynamic” relationship (geometric figure / accident)relationship (geometric figure / accident) 3. The explicitness and sufficiency of the information3. The explicitness and sufficiency of the information and the type of referring expressions usedand the type of referring expressions used 4. The familiarity of the topic4. The familiarity of the topic

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Factors internal to the learner, such as Factors internal to the learner, such as attentiveness, motivation, interest in and attentiveness, motivation, interest in and knowledge of the topic.knowledge of the topic.

Support: How much support is provided in terms Support: How much support is provided in terms of pictures, diagrams, or other visual aids?of pictures, diagrams, or other visual aids?

How complex is the grammar ad vocabulary?How complex is the grammar ad vocabulary?

What background knowledge is assumed?What background knowledge is assumed?

Page 17: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

LISTENING AND GENERAL LISTENING AND GENERAL LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT

At the elementary level, nurture listening comprehension At the elementary level, nurture listening comprehension and communication at the same time.and communication at the same time.

Appropriate listening materials which are calibrated to Appropriate listening materials which are calibrated to the interests and abilities of the students are needed for the interests and abilities of the students are needed for systematic growth in listening skills.systematic growth in listening skills.

(Ross 1992)(Ross 1992)

Page 18: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

THE ROLE OF THE LEARNER IN THE THE ROLE OF THE LEARNER IN THE LISTENING PROCESSLISTENING PROCESS

LEARNER ROLESLEARNER ROLES

Listening and reading are often characterized as “passive” or Listening and reading are often characterized as “passive” or “receptive” skills.“receptive” skills.

The image conjured up by these terms is of learner-as-The image conjured up by these terms is of learner-as-sponge, passively absorbing the language models provided by sponge, passively absorbing the language models provided by textbooks and tapes.textbooks and tapes.

Listening, that is, making sense of what we hear, is a Listening, that is, making sense of what we hear, is a constructive process in which the learner is an active constructive process in which the learner is an active participant.participant.

In order to comprehend, listeners need to reconstruct the In order to comprehend, listeners need to reconstruct the original intention of the speaker by making use of both bottom-original intention of the speaker by making use of both bottom-up and top-down processing strategies, and by drawing on up and top-down processing strategies, and by drawing on what they already know to amke use of new knowledge.what they already know to amke use of new knowledge.

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PERSONALIZING LISTENINGPERSONALIZING LISTENING

A challenge for the teacher is to give the student some degree of A challenge for the teacher is to give the student some degree of control over the content, and to personalize content so they are able control over the content, and to personalize content so they are able to bring something of themselves to the task.to bring something of themselves to the task.

THE HEART OF THE MATTERTHE HEART OF THE MATTER

A learner-centered dimension:A learner-centered dimension:

It is the learner who does the work, not the teacher.It is the learner who does the work, not the teacher.

Students are actively involved in structuring and restructuring their Students are actively involved in structuring and restructuring their understanding of the language and building their skills in using the understanding of the language and building their skills in using the language.language.

Get learners involved in the process underlying their learning and in Get learners involved in the process underlying their learning and in making active contributions to the learning.making active contributions to the learning.

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Give learners a degree of choices.Give learners a degree of choices.

Give learners opportunities to bring their own Give learners opportunities to bring their own background knowledge and experience into the background knowledge and experience into the classroom.classroom.

Encourage learners to develop a reflective attitude to Encourage learners to develop a reflective attitude to learning and to develop skills in self-monitoring and self-learning and to develop skills in self-monitoring and self-assessment.assessment.

Page 21: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

AUTHENTIC DATAAUTHENTIC DATA

In many language classrooms, learners listen to and read material In many language classrooms, learners listen to and read material created specifically for language learning. Such material provides created specifically for language learning. Such material provides security and comfort.security and comfort.

Nonauthentic listening texts differ in certain ways from authentic Nonauthentic listening texts differ in certain ways from authentic texts.texts.

There are few of the overlaps, hesitations, and false starts, There are few of the overlaps, hesitations, and false starts, repetition, requests for clarification, and there is very little repetition, requests for clarification, and there is very little negotiation of meaning.negotiation of meaning.

Students will be given practice in listening to extracts from radio and Students will be given practice in listening to extracts from radio and television, public broadcasting announcements, conversations and television, public broadcasting announcements, conversations and discussions, telephone conversations, answering machine discussions, telephone conversations, answering machine messages, voice mail, etc.messages, voice mail, etc.

Page 22: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

TASK TYPESTASK TYPES

The role of the learner: The role of the learner: reciprocal vs. nonreciprocal listeningreciprocal vs. nonreciprocal listening

Types of listening strategies: Types of listening strategies: - listening for gist- listening for gist - listening for specific information- listening for specific information - making inferences- making inferences

Focus on linguistic skills: Focus on linguistic skills: activating and extending knowledge vs. content activating and extending knowledge vs. content of phonology, gramar, and discourse. of phonology, gramar, and discourse.

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RECIPROCAL VS. NONRECIPROCALRECIPROCAL VS. NONRECIPROCAL

Reciprocal listening involves dialogues in which the role of an Reciprocal listening involves dialogues in which the role of an individual alternates between listener and speaker.individual alternates between listener and speaker.

Nonreciprocal listening involves listening to monologues or Nonreciprocal listening involves listening to monologues or conversations, but learners do not take part in the conversation conversations, but learners do not take part in the conversation themselves. Try to use authentic materials: store announcements, themselves. Try to use authentic materials: store announcements, announcements on public transportation.announcements on public transportation.

Not surprisingly, the second type is the most usual type in the Not surprisingly, the second type is the most usual type in the listening class.listening class.

Stimulate the interactive nature of listening.Stimulate the interactive nature of listening.

Try to involve learners in the content of the language.Try to involve learners in the content of the language.

Learners listen to one side of a conversation, and react to written Learners listen to one side of a conversation, and react to written responses to generate a level of involvement. LISTEN IN responses to generate a level of involvement. LISTEN IN

Page 24: TEACHING RECEPTIVE SKILLS: LISTENING AND READING Alma Delia Frías Puente Enero 2009

LISTENING STRATEGIESLISTENING STRATEGIES

Develop awareness of the process underlying their own learning so Develop awareness of the process underlying their own learning so that, eventually, they will be able to take greater and greater that, eventually, they will be able to take greater and greater responsibility for that learning.responsibility for that learning.

Become more effective language learners.Become more effective language learners.

Reflect upon the process underlying their own learning.Reflect upon the process underlying their own learning.

Key strategies: selective listening, listening for different purposes, Key strategies: selective listening, listening for different purposes, predicting, progressive structuring, inferencing, and personalizing.predicting, progressive structuring, inferencing, and personalizing.

Inferential comprehension tasks force the learner to process the Inferential comprehension tasks force the learner to process the material more deeply. They require the learners to do more work material more deeply. They require the learners to do more work than tasks that only require literal comprehension.than tasks that only require literal comprehension.

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FOCUS ON LINGUISTIC SKILLSFOCUS ON LINGUISTIC SKILLS

Tasks that focus on aspects of the linguistic system, Tasks that focus on aspects of the linguistic system, pronunciation, grammar, and discourse.pronunciation, grammar, and discourse.

Tasks that focus on the processing of content.Tasks that focus on the processing of content.

Focus on pronunciation: Focus on pronunciation: - Segmental tasks – discrete sounds- Segmental tasks – discrete sounds - Suprasegmental tasks – stress, rhythm, and - Suprasegmental tasks – stress, rhythm, and intonation (They signal aspects of meaning).intonation (They signal aspects of meaning).

SOUNDS GREATSOUNDS GREAT