1. Is receiving language/input through the ears Involves
identifying the sounds of speech and processing them into words and
sentences. Background knowledge and linguistic Teaching
Listening
2. Receive individual sounds (letters, stress, rhythm and
pauses) and we use our brain to convert these into messages that
mean something to us. Strategies for identifying sounds 3. GOALS
FOR TEACHING LISTENING Create estrategies for the comprehension of
aural imput iside and outside the classroom. Identify relevant and
non-relevant information. Tolerate less than word-by-word
comprehention. Develop Ss awareness of the listening process. Allow
Ss to practice authentic listening tasks. 4. METACOGNITIVE
ESTRATEGIES Before listenign Decide in advance what to listen for.
Decide if more linguistic or background knowledge is needed. Decide
whether to enter the text from the top down or from the bottom up.
Assess Ss background knowledge of the topic and linguistic content
of the text. 5. Activate Ss previous knowledge. Clarify any
cultural information which may be necesary to comprehend the
passage. Make Ss aware of the purpose(s) of the listening activity.
Provide opportunities for collaborative work and discussion
activities. 6. PRE-LISTENING ACTIVITIES Looking at pictures, maps,
diagrams or graphs Reviewing vocabulary or grammatical structures
Reading something relevant Predicting the content of the listening
text Going over the directions for the activity Doing guided
practice 7. During listening Verify predictions and check for
inaccurate guesses Decide what is and is not important to undertand
Listen again to check comprehention If the Ss are to complete a
written task during or inmediately after listening, allow the to
read trough it before listening. 8. Keep writing to a minimum
during listening. Organize activities so that they guide listeners
trough the text. Use questions to comprehention. Use predicting for
monitoring Ss comprehention as they listen. Give immediate feedback
whenever possible. 9. WHILE-LISTENING ACTIVITIES Listening with
visuals. Filling in the graphs and charts Following a route on a
map Checking off items in a list Listening for the gist Searching
for specific clues to meaning 10. After listening Evaluate
comprehention Evaluate overall progress Decide if the strategies
used were appropiate Modify strategies if necessary 11. AUTHENTIC
MATERIAL AND SITUATIONS Using the language outside the classroom
One-way communication Radio and TV programs Public address
announcements Speeches and lectures Telephone customers service
recorddings 12. Two way communication The listener focuses on the
speakers meaning rather than the speakers language. 13. Strategies
for Developing Listening Skills Language learning depends on
listening. Listening provides the aural input that serves as the
basis for language acquisition and enables learners to interact in
spoken communication. 1. Top-down stratrategies.- listening for the
main idea, predicting, drawing inferences, summarizing. 2.
Bottom-up strategies.- listening for specific deatils, recognizing
cognates, recoganizing word-order patterns 3. Metacognitive
strategies.- planning, monitoring and evaluating. 14. Difficulty of
the listening text How is the information organized.- main ideas
first, details and examples second. How familiar are the Ss with
the topic.- background knowledge. The text involve multiple
individuals and objects; Are they clearly differenciated? More
marked differences make comprehention esaier. The text offers
visual support.- maps, diagrames, pictures or images in a video.
15. LISTENING STRATEGIES (textbook audio and video) 1. Plan for
listening/viewing Review the vocabulary Review the worksheet Review
any information 2. Preview the video View the video without sound
Identify the kind of program Make a list of predictions about the
content Develope intensive and extensive listening/viewing 16. 3.
Listen/view intensively section by section Jot down key words you
understand Answer the worksheet questions pertaining to the section
Write a summary of the section 4. Monitor comprehention Does it fit
with the predictions you made? Does your summary for each section
make sense in relation to the other sections. 5. Evaluate the
listening comprehention progress. 17. ASSESSING LISTENING
(post-listening activities) Evaluate listening skills Extend the
knowledge gained to other contexts Post-listening activities must
reflect the real-life uses It must have a purpose other than
assessment It must require Ss to demostrate their level of
listening comprehention 18. Bibliography National Capital Language
Resource Center (NCLRC). (n.d.). The essentials of language
teaching. Retrieved April 23, 2007 from
http://nclrc.org/essentials. Listening in a foreign language by Ana
Maria Schwartz, in Modules for the professional preparation of
teaching assistants in foreign languages (Grace Stovall Burkart,
ed.; Washington, DC: Center for Applied Linguistics, 1998)
recuperado de http://www.nclrc.org/essentials/listening/liindex.ht
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