Teaching Listening Pearl Final

7/27/2019 Teaching Listening Pearl Final

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Teaching Listening Skills120 hours TESOL Certification Course

Slides courtesy of Mrs. Perly Gaborno- Ilustre

TESOL Asia of The Asian EFL

Journal Professional Group


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Objectives

At the end of the session, you should be able to:

explain top-down and bottom-up processing

identify different listening types: specificinformation, gist/global listening, inference

list specific examples of different task types

modify different listening tasks to providedifferent types of practice


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Scoping my sharing

Definition of

listening

Background to

the teaching of listening

Principles for teaching listening Classroom techniques and tasks


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What is listening?


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What is listening?

Listening is an active, purposeful process of

making sense of what we hear.

(Helgesen, 2003)


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Productive skills

SpeakingWriting


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Receptive skills

ListeningReading


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Listening as a skill

Listening is

a passive

skill.

Listening is a

very active

skill.


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Listening is very active.

As people listen,they process notonly what theyhear but alsoconnect it to otherinformation theyalready know.


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Creating meaning through

listening

http://www.youtube.com/watch?v=gh5xu35b

AxA
http://www.youtube.com/watch?v=gh5xu35bAxAhttp://www.youtube.com/watch?v=gh5xu35bAxAhttp://www.youtube.com/watch?v=gh5xu35bAxAhttp://www.youtube.com/watch?v=gh5xu35bAxAhttp://www.youtube.com/watch?v=gh5xu35bAxA


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Creating meaning through listening

Meaning is not in the text (whatever

is being listened to) but is something

that is constructed by listeners basedon a number of different knowledge

sources ( Buck, 1995)


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How to teach listening more

effectively

To understand how listening works and how

to teach it more effectively, start by thinking

about your own listening.


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What have you listened to?

Write at least threethings.

1)

2)3)

What ideas or

experiences were youable to relate to the

things/ topics you

listened to?


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Background to the teaching of

listening

Gouins Series Method I walk through the door. I walk.

I draw near to the door. I draw near.

I draw nearer to the door. I draw nearer.

I get to the door. I get to.

I stop at the door. I stop.(Titone, 1968, cited in Richards and Rogers, 2001)


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listening

The Reform Movement

promoted ideas such as the teaching of spoken,

as opposed to written, language and that

learners should hear language before seeing it inwritten form


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listening

The Direct Method

often associated withCharles Berlitz

promoted the teachingof listeningcomprehension and the

idea that new teachingpoints should beintroduced orally


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listening

The audiolingual method heavily influenced by the behavioral

psychology of the day

emphasized MIM/MEM(mimicry/memorization) of newstructures

Its popularity paralleled theestablishment of speech laboratoriesfor dialogue and pattern practicedrills.


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Background to the teaching of listening

The audiolingual method

A typical audiolingual lesson might look

something like this:1) Present the new language item to be

learned, giving a clear demonstration of its

meaning through non-verbal means such as

by pictures or actions (Do not give

grammatical explanations.)


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A typical audiolingual lesson might look

something like this:

2) Model the target pattern, using a number of

examples

3) Get the whole class to mimic and memorize

the new pattern following the teachers

model

4) Introduce a substitution drill, first to the

whole class divided into two, and then with

individual responses


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A typical audiolingual lesson might

look something like this:

5) Repeat the first four steps, using negative

versions of the target structure

6) Repeat the first four steps, using the

interrogative versions of the target structure

7) Check for transfer, using previously

unrehearsed cues. Solicit both whole class

and individual responses.


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A typical audiolingual lesson might

look something like this:

http://www.youtube.com/watch?v=BGuZyelU

Tc4
http://www.youtube.com/watch?v=BGuZyelUTc4http://www.youtube.com/watch?v=BGuZyelUTc4http://www.youtube.com/watch?v=BGuZyelUTc4http://www.youtube.com/watch?v=BGuZyelUTc4http://www.youtube.com/watch?v=BGuZyelUTc4


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The role of communicative language

teaching in teaching listening

Communicative language teaching

The idea that the students learn through the

act of communication-increased the role of

listening.


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The input hypothesis

Stephen Krashensinput

hypothesis made a major impact

on language teaching


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says that, for language learning to occur, it is

necessary for the learner to understand input

language which contains linguistic items that

are slightly beyond the learners presentlinguistic competence. Learners understand

such language using cues in the situation.

(Richards, et.al. 1985)


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We acquire language by meeting

language that is a bit higher than

our current level.

Listening is a major source ofcomprehensible input.


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Before we discuss the principles,

lets learn about listening by listening


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Before you listen:

What does the picture show?

P _ R _ D I _ _


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Before you listen:


P __ R __ K __ N __ L __ __


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Before you listen:


__ I N __ H __ T __ L


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H __ T S __ __ T


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P_ST_ _ I_ E


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What do you like about nature?

What would you feel if this would


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What would you feel if this would

happen to nature?


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Before you listen, keep in mind these

questions:

According to the song, what happened to the

following:

paradise

trees

the girl


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Lets listen to the song!

Big Yellow TaxiCounting Crows and Vanessa

Carltonfile://localhost/Users/perlyilustre/Music/iTunes/iTunesMedia/Music/Unknown Artist/Unknown Album/Counting Crows - Big

Yellow Taxi ft. Vanessa Carlton.mp3

While listening,

answer the listening cloze test. Listen and fill in the missing

words.

file://localhost/Users/perlyilustre/Documents/big yellowtaxi_cloze test.docx

Effect of Listening Cloze in EFL Listening Comprehension

http://www.eric.ed.gov/
http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Documents/big%20yellow%20taxi_cloze%20test.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Documents/big%20yellow%20taxi_cloze%20test.docxhttp://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Documents/big%20yellow%20taxi_cloze%20test.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Documents/big%20yellow%20taxi_cloze%20test.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Music/iTunes/iTunes%20Media/Music/Unknown%20Artist/Unknown%20Album/Counting%20Crows%20-%20Big%20Yellow%20Taxi%20ft.%20Vanessa%20Carlton.mp3


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Pictures taken from:

http://www.my-walls.net/wp-

content/uploads/2012/11/Seychelles-Paradise.jpg

http://jiminmontana.files.wordpress.com/2012/01/ddt.jpg

http://schoolbox.files.wordpress.com/2013/01/asian-mom-

daughter.jpg

http://www.mikearauz.com/2009/01/listen-before-you-

speak.html
http://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://jiminmontana.files.wordpress.com/2012/01/ddt.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://www.mikearauz.com/2009/01/listen-before-you-speak.htmlhttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://schoolbox.files.wordpress.com/2013/01/asian-mom-daughter.jpghttp://jiminmontana.files.wordpress.com/2012/01/ddt.jpghttp://jiminmontana.files.wordpress.com/2012/01/ddt.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpghttp://www.my-walls.net/wp-content/uploads/2012/11/Seychelles-Paradise.jpg


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Principles for teaching listening

1) Expose students to different ways of

processing information: bottom-up vs. top-

down (Rumelhart and Ortony, 1977)

(Chaudron and Richards, 1986)

Based on the way learners attempt to

understand what they read or hear


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Bottom-up processing

The students start with the component

parts: words, grammar, and the like


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Top-down processing

The learners start from their background

knowledge, either content schema

(general information based on previous

learning and life experience) or textual

schema (awareness of the kinds of

information used in a given situation)

(Long, 1989)


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Top-down

Based on:

General knowledge/lifeexperience(content/schema)

Knowledge of

situationalroutines(textualshema)

Bottom-upKnowledge of:

vocabulary

grammar

sounds


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How our students experience bottom-

up processing-Try reading this:you as, time a at word one, slowly English process you When

individual each of meaning the catch to easy is it, now doing are

the of meaning overall the understand to difficult very is it, However. word

passage


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Whats more effective?

Life experience

ACTIVATION

Vocabulary Structures

Interactive processing (Peterson, 2001)


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2) Expose students to different types of listening

Its not just what they are listening to. Its

what they are listeningfor.

Let them experience listening for different

reasons.


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Consider the following text:

A: Lets go outside. We could go for a walk.

Maybe play tennis.

B: Look out the window. Its raining.

A: Raining. Oh, no.

Can be used for:Listening for specific information


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Global or gist listening

A: Lets go outside. We could go for a walk. Maybe

play tennis.

B: Look out the window. Its raining.

A: Raining. Oh, no.

Can also be used for:

Listening for gist:

Students try to understand in a more general

way: What s the main topic of the conversation?


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3) Teach a variety of tasks

But dont demand too much

e.g.:

Task: Listen to the story. Write a

summary in English.

Level: Beginner


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4) Consider text, difficulty, and authenticity

On speed:

By pausing the spoken input (the tape or the

teacher) and allowing some quick intervention

and response, we in effect slow down the

listening process to allow the listeners to

monitor their listening more closely. (Rost,2002)


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Cognitive load: Factors that increase or decrease

the amount of understanding (Brown, 1995):

1) The number of individuals or objects in a text

(e.g.: More voices increase difficulty)

2) How clearly the individuals or objects are

distinct from one another (e.g.: A recording

with a male voice and a female voice is easier

than one with two similar male voices or two

similar female voices)


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3) Simple, specific spatial relationships are

easier to understand than complex ones (e.g.:

In a recording giving directions, information

like turn right at the bankis easier tounderstand than go a little way on that street)


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4) The order of events (e.g.: It is easier when the

information given follows the order it

happened in, as opposed to a story that

includes a flashback about events thathappened earlier.)


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5) The number of inferences needed (e.g.: Fewer

are easier than more)

6) The information is consistent with what the

listener already knows (e.g.: Hearing someone

talk about a film you have seen is easier to

understand than hearing the same type of

conversation about one you havent seen.)


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Authenticity: Brown and Menasche, 1993)

1. Task authenticity

Simulated: modeled after a real-life;

nonacademic task such as filling in a form

Minimal/incidental: checks understanding,

but in a way usually done outside of the

classroom; numbering pictures to show a

sequence of events or identifying the waysomething is said


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2. Input authenticity

Genuine: created only for the realm of real

life, not for classroom but used for language

teaching

Altered: no meaning change, but the original

is no longer as it was (glossing, visual

resetting, pictures or colors adapted)


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Adapted: created for real life (words andgrammatical structures changed to simplifythe text)

Simulated: written by the author as if thematerial is genuine; many genuinecharacteristics

Minimal/incidental: created for the classroom;no attempt to make the material seemgenuine


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5) Teach listening strategies

Predicting: Effective listeners think about

what they will hear. This fits into the ideas

about prelistening

Inferring: It is useful for learners to listen

between the lines.


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Monitoring: Good listeners notice what they

do and dont understand

Clarifying: Efficient learners ask questions

(What does __ mean? You mean ___?) and

give feedback (I dont understand yet.) to the

speaker.


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Responding: Learners react to what they hear.

Evaluating: They check on how well they have

understood.


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Classroom techniques and tasks

Modifying materials for listening lessons-but

why modify?

C ti may simply be


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Creative

thinking

may simply be

realizing that

there is noparticular virtue

in doing thingsthe way they

have always

been done.

- Rudolf Flesch

Educator/ hiloso her


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Classroom techniques and tasks

Modifying materials to add listening forspecific information

Micro listening: (usually done after they know

the main topic of the recording, but beforethey have begun the main listening task)

Lets use micro listening on Old McDonald Hada Farm:

file://localhost/Users/perlyilustre/Desktop/OLDMCDONALD HAD A FARM - with lyrics.mp3
http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3http://localhost/var/www/apps/conversion/tmp/scratch_1//localhost/Users/perlyilustre/Desktop/OLD%20MCDONALD%20HAD%20A%20FARM%20-%20with%20lyrics.mp3


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Micro-listening

(usually done after they know the main topic

of the recording, but before they have begun

the main listening task) Choose a few target

items that occur several times on therecording: e.g.: names of colors, people,

places, etc. Tell the students the topic of the

recording. Ask them to listen for the targetitems. Each time they hear one, they raise

their hands.

Modifying materials to add listening


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for specific information

Bits and pieces: (before the main task)

Tell the students what the topic will be. In

small groups or as a class, they brainstorm

vocabulary likely to come up on the recording.Each learner makes a list. Then they listen to

the recording and circle the words they hear.



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What do I want to know? (before the maintask)

Tell the students the topic and enough about

what they will hear for them to imagine thesituations. In pairs or small groups, they writetwo or three questions about the informationthey think will be given. Then they listen and

see how many of the questions they are ableto answer.



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Dictation and cloze (modified)

Have the students fill in the blanks before they

listen. They read the passage and make their

best guesses. Then when they listen to thetext, they have an actual listening task: to see

if they were right.

Di t ti


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Dictation

If you usedictation,

does that makeyou a dictator?

Slide from Helgesens Seminar-Workshop at Claret School in Sept. 2013

Di t ti


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Dictation

What doyou like?

What do youdislike?

accuracy

intensivelistening

boring

dont have tounderstand

very bottom upSlide from Helgesens Seminar-Workshop atClaret School in Sept. 2013


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Dictation: example

A long road went through a .

A was walking down

the road. Suddenly she saw a .He was wearing a shirt,

, and a hat.

He and said,

22

long

Helgesen, 2003Practical English Language Teaching


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Read & run

A, Look at your handout.

What do you need to know?

Tell B.

B, go to the poster outside.

Read and remember as much as you can.

Come back. Tell A.

Change roles and keep going.


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Listening in the classroom

Suggested flow:

1) A warm-up activity that integrates top-down

and bottom-up data

2) A main listening task

3) A speaking task related to the previous task


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Choose one example of something you listened

to. Imagine that you have a recording of it that

you want to use for a lesson.

1) What would the task be? What would the

students do as they listened?

2) Design a lesson plan. What kind of

prelistening task would you use? What kind

of information would it target?

3) How would you follow it up with a speaking

task?


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