Types of classroom listening performance
Reactive:---- Passive students
Intensive:.---- Focus on one thing
Responsive:_--- Ss. have to know what they are doing
Selective:----- Select the material: How is going to learn (by himself)
Extensive::-___ Ss. have to take notes and do conversations
Interactive: :::---To complete other skills
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Principal for desing listening
We have to have a good development in listening.
Intrinsec & extrinsec Motivation
Focus on the topic
Listening Context
Key words/good listening strategies
Connection with all skills
---------
Listening Techniques from beginning to advance
Bottom up --------- Lexical Meanings.
Top Down excercises
Interactive excercises
________
miércoles, 18 de agosto de 2010
Theoretical Framework
Examples : types of listening exercises
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm
http://www.esl-lab.com/trip1/trip1.htm
http://www.esl-lab.com/zoo/zoord1.htm
http://www.ompersonal.com.ar/firstcertificate2/listening/fce08a.htm
http://www.englishmedialab.com/survival%20English/listening/ticket%20to%20Glasgow%20.htm
http://www.englisch-hilfen.de/en/exercises_list/hoeren.htm
Theoretical Framework
1. Retain chunks of language of different lengths in short –term memory.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, into national contours, and their role in signaling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules and elliptical forms.
9. Detect sentences constituents and distinguish between major and minor constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
11. Recognize cohesive devices in spoken discourses.
12. Recognize the communicative functions of utterances, according to situations, participants, goals.
13. Infer situations, participants, goals using real-world knowledge.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information: given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help and signaling comprehension or lack thereof.
lunes, 16 de agosto de 2010
Theoretical Framework
What makes listening difficult?
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Strees, rhythm and intonation: English is stress-timed language, English speech can be a terror for some learners. Also intanation patterns are very significant not just for interpreting straightforward elements such as questions, statements but for understanding more subtle messages like sarcarms, endearment, insult, solicitation ,praise,etc.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
Listening exercise: http://www.esl-lab.com/rest1.htm
Ordering at a Restaurant
Instructions: Listen to the questions by pressing the "Play" link and then choose the best answer. See the Quiz Script here. Press the "Final Score" button at the bottom of the page to score your quiz.
1. PLAY:
A. Three people.
B. That'll be all.
C. No. We're not ready yet.
2. PLAY:
A. I'll take a large Sprite.
B. I'll have a piece of apple pie.
C. French dressing, please.
3. PLAY:
A. T-bone steak, please.
B. Medium.
C. I'd like rice with my steak.
4. PLAY:
A. I'll have the salad, please.
B. I'd like the rice.
C. Bread, please.
5. PLAY:
A. Yes. I'd like more water.
B. I didn't order this.
C. Yes. The food is great.
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Strees, rhythm and intonation: English is stress-timed language, English speech can be a terror for some learners. Also intanation patterns are very significant not just for interpreting straightforward elements such as questions, statements but for understanding more subtle messages like sarcarms, endearment, insult, solicitation ,praise,etc.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
Listening exercise: http://www.esl-lab.com/rest1.htm
Ordering at a Restaurant
Instructions: Listen to the questions by pressing the "Play" link and then choose the best answer. See the Quiz Script here. Press the "Final Score" button at the bottom of the page to score your quiz.
1. PLAY:
A. Three people.
B. That'll be all.
C. No. We're not ready yet.
2. PLAY:
A. I'll take a large Sprite.
B. I'll have a piece of apple pie.
C. French dressing, please.
3. PLAY:
A. T-bone steak, please.
B. Medium.
C. I'd like rice with my steak.
4. PLAY:
A. I'll have the salad, please.
B. I'd like the rice.
C. Bread, please.
5. PLAY:
A. Yes. I'd like more water.
B. I didn't order this.
C. Yes. The food is great.
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