1、Learning Strategy in Listening,第二组：罗铸，杨秀艳， 谢晓郁， 刘宇洁，杨静，潘丽，李曦,Passive or Active?,Is listening a passive or active skill?,Listening is considered to involve the active selecting and interpreting of information coming from auditory clues so that a listener can identify what is happening and what is bei
2、ng expressed.-Richards, JC. 1983. “Listening Comprehension: Approach, design, procedure.” TESOL Quarterly 17:2.,What does listening involve?,Identifying information Searching memories Relating that information to those memories Filling it in the proper spot Creating a new place for it Using it when
3、needed,Effective listeners,monitor comprehension associate new information with background knowledge make inferences about unknown words continue listening even if they dont understand certain words have metacognitive knowledge about the task manage to get the main idea rather than listen word-for-w
4、ord,What interferes with listening comprehension?,Unfamiliar vocabulary Grammar Text too long Several people talking Unfamiliar Context Lots of details Topic not interesting Theme not clear,Accent Speed Idiomatic speech Task too difficult Unprepared for the discussion Not prepared for the format A l
5、ack of background information,Principles of teaching listening comprehension,Let students understand how foreigners speak English and build students sensitivities. All we can do is give them some guidelines, provide an opportunity for meaningful practice and trust they will learn these things for th
6、emselves. (Buck, 1995),Buck, G., 1995. How to become a good listening teacher. In Mendelsohn and Rubin 1995. A guide for the teaching of second language listening. San Diego: Dominie Press. 113-130.,Involve ss in focused listening,Make it relevant to ss (interesting) Provide background knowledge Pre
7、-listening exercise to activate content Use a variety of activities,listening activities (with focus) to overcome the difficulties,giving them charts / categories asking questions ahead of time showing pictures/charts discussing the topic first describing the context role playing the situation provi
8、ding key word list brainstorming (situations / pros / cons) Predicting Doing follow-ups that allows them to connect directly with their lives,Other listening activities,Follow-up activities More listening Writing activities Role playing Use activities to wake up ss Jazz chants Jokes Puzzles poems,St
9、rategies to teach Listening Comprehension,Bottom-up Strategies Top-down Strategies,Bottom up strategies 1: words,Counting syllables by using a rubber band Teaching word stress circling stressed syllable underlining unstressed syllable circle the most stressed word in a sentence using noise maker (or
10、 a flute) so that students can understand the sound and stresses (focus on the movement),Bottom up strategies 2: words,Pronunciation minimal pair practices lice / rice pin / pen pin/pin/pen (choose) present tense or past tense They share the food. They shared the food. pronunciation change / blurred
11、 speech What do you mean? Wheres the boy? Teach intonation,Bottom up strategies 3: words-phrases,listen and find the word groups which carry meanings take a script mark where they think the thought groups are Listen to the tape get students to notice they way how English is spoken,Top-down Strategie
12、s 1: (thinking strategy),Get students to determine: The setting Interpersonal relationships Topic Mood Main idea,Top-down Strategies 2: (thinking strategy),Help them to hypothesize predict Infer Example: Give them one/two words Let students make inference and guess what the story is about to develop
13、 the guessing ability Example: Guess the answers as soon as they see the multiple choices,Dictation Acitivites,Single word dictation Line-by-line dictation Full-text dictation Student-centered dictation,Dictation (for both strategies): Single Word dictation,Students have to match the words with the
14、pictures. Students have to do “odd-man-out”. Students have to make a sentence out of the word they hear. Students have to write words in groups or columns according to pronunciation differences. They words may be read alone or in complete sentences. Students have to write words read out by the teach
15、er. They need to put the words in groups or column according to their characteristics.,Dictation (for both strategies): Line-by-line dictation,Students each have a line from a text. They dictate their line to the teacher in the order they think is appropriate. The teacher writes exactly what they sa
16、y, as they say it, including mistakes. The class then adjust and correct as necessary. Teacher reads out the text line by line. After each line, students pass their paper to their right, and correct any errors before continuing the dictation.,Dictation (for both strategies): Full text dictation-1,Te
17、acher reads out the text. Students write down the whole text. Students have an incomplete version of the text with gaps to fill in. Students have a multiple-choice exercise. Students write down the content word in the blanks. Students draw what the teacher describes. They may color it, complete it,
18、etc.,Dictation (for both strategies): Full text dictation-2,Students respond to the text by answering the questions. Short answers Complete sentences Teacher reads out the text. Students have a copy of the text with errors, missing words or extra words added. They correct the text to make it the sam
19、e as the teachers. Teacher reads out the text very quickly while students write down what they can. Then, in groups, they try to reconstruct the text. In the end, they compare with the original text.,Dictation (for both strategies): Student-centered dictation,Pair work dictation: students work in pa
20、irs, each on having an incomplete version of the text, with gaps in different places. Not allowing to look at each others text, they read out what they have, each completing their own text. Information Hunting: Students work in groups of 3. The text for each group is put on the other side of the room. S1 goes to the text, reads and memorizes a section, returns to the group and says what is remembered. S2 writes it down and S3 checks what S2 has written. They may then change roles and continues.,
