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Q.Duyen-KG TEACHING LISTENING Supervisor: Dr. Jennifer Tan SEAMEO – REGIONAL LANGUAGE CENTRE Prepared by: Nguyen Ha Que Duyen LE QUY DON SECODARY SCHOOL

Teaching listening workshop

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Page 1: Teaching listening workshop

Q.Duyen-KG

TEACHING LISTENING

Supervisor: Dr. Jennifer Tan SEAMEO – REGIONAL LANGUAGE CENTRE

Prepared by: Nguyen Ha Que Duyen

LE QUY DON SECODARY SCHOOL

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I. Objectives It is hoped that by the end of the period, you will:

i. Understand the characteristics of listening skills in teaching/ learning English.

ii. Be familiar with the mental processes that intervene when listening.

iii. Understand ( main) difficulties students meet when facing listening activities.

iv. Design and select appropriate activities/ tasks for listening. v. Plan and evaluate effective lessons.

II. Contenti. The process of listeningii. Teaching listening.

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1. Common listening problems

- Listening as a receptive skill: It starts from an Aural text ( sounds) and it is a decoding process.- Listening is influenced by a variety of reasons that have their sources “ inside” and “ outside” the head.

Several obstacles that impact comprehension: - Speaker factors and text factors

- Listener factors.

Outside the head :the tape quality- instructions

* What do you think are these sources?

Inside the head: background knowledge/ schemata

A. THE PROCESS OF LISTENING

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Common listening problems Speaker/ interlocutor Factors

- Speakers speak too fast.

- Speakers use too many unfamiliar words.

- Speaker accents are unfamiliar ( also fluency, standard, non- standard / non- native speakers)

* How can you solve it?

Ask students to repeat/ give content words/ do the guessing/ non- verbal gestures…

Explain further/ use synonyms…

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Common listening problems Text Factors

- Complexity of lexis and syntax.- Recording are not always clear and are difficult to follow.- Density of information contained in the speech can be too much.- Excessive load of new terms, concepts, digressions.- Too long sentences, and inability to understand subsequent parts if they missed part of the text.- Text types- news, radio, lectures, abstract versus non- abstract topics, etc.

* How can you solve it?

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Task knowledge- Objectives

- Requirements ( tasks are clear enough – separated)

- Nature of learning to listen to speech ( difference

between speech and writing – For example, speech

is instantaneous , writing on the other hand can be

re-written, edited, checked.)

- How complex a task is influenced by the questions

(literal, inferential), the amount of time given to

complete the task, etc.

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Common listening problems Listener Factors

- Listeners listen word for word, can’t recognize words they know when they hear them, fail to understand main points and logical argument.- Listeners lack culture or background knowledge/ ability to guess the meaning of unfamiliar terms.

- Listening takes too much effort and concentration.- Listeners may have established certain habits that impede on their listening.

- Motivation, interests.

* How to overcome the problems?

Simplify/ shorten the text/ make it interesting…

Give clear and relevant tasks.

Use many techniques: games/ simplifying/ giving pictures…

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The Nature of Listening Comprehension

In real life, people listen because they need to. They listen to understand what was said , and not HOW it was said, for example – they want information.

As such the goal for listening would be:

- recognizing and acting on the speaker’s

intentions.

- identifying information from a spoken text

(inside the classroom)

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2. The role of listening

* What should be the goals for teaching listening?

- Listening for comprehension- Listening for language learning ( acquisition)

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3. Functions of Listening

1. Transactional – to accomplish a function

2. Interactional – for social purposes

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Transactional or InteractionalFor speakers of English as a foreign language,

they listen when they are

i. taught to do something which they need or want to do.

ii. taught to do something useful/ beneficial.

iii. taking part in discussions with friends about topics of interest and concern.

iv. listening to questions about what they need or want ( supermarket, clinic, bank, etc.)

v. listening to radio, T.V for enjoyment.

vi. listening to announcements.

Transactional

Interactional/ transactional

Transactional

Transactional

Transactional

Interactional

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B. TEACHING LISTENINGTwo different kinds of processes are involved in understanding spoken discourse

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- Refers to using the incoming input as the basic of understanding the message. - Comprehension begins with the data that has been received. In other words, comprehension is viewed as a process of decoding.* In this process: - We segment speech into sounds. - We depend on our ability to process acoustic symbols to make meaning. - We impose structures on these sounds to interpret them as words, phrases, clauses sentences. - We use clues on hands to infer meaning. - We break down the utterance into its components. This is referred to as “ chunking”. The listener should be able to process the first piece of information in his short term memory before he receive a second “ chunk” of information.

A. Bottom- up Processing

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Example

“My friend from Can Tho who went with me to university 5 years ago, emailed me late last night around 11p.m and said that he will be visiting Rach Gia City next month and needs to find a place to stay for 3 days. Apparently, he’s coming down for a job interview but he’s on a very tight budget.”

* How can we help students in listening?

To understand this utterance, using the bottom- up processing, we have to break down the message into components/ chunks?

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+ My friend from CTho who went with me to university 5 years ago.

+ emailed me late last night around 11p.m.

+ and said that he will be visiting RG city next month.

+ and needs to find a place to stay for 3 days.+ Apparently, he’s coming down for a job interview.

+ but he’s on a very tight budget.

• The chunks help students identify the underlying propositions the utterances express:

- I received an email

- from my friend in Can Tho

- He’s coming to RG city for an interview.

- And if possible would like to stay with me.

Comprehension parts Remember main/ important partsReceive the message behind the utterance.

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1. Our knowledge of grammar2. When we hear the speaker’s intonation and pausing.3. Once meaning is identified, the “ packaging” is discarded.

HOW TO FIND THE APPROPRIATE CHUNKS?

- Learners need a large vocabulary and good working knowledge of sentence structures to be able to process texts bottom- up.- We need to ensure students have adequate exercises that develop bottom- up processing. Ex : + recognizing key words- words and clause divisions. + knowledge of vocabulary and syntax. + Use stress and intonation to identify words/ sentence functions.

STRATEGIES TO DEVELOP LISTENING SKILLS IN BOTTOM- UP PROCESS

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1. Identify the referents of pronouns in an utterance.2. Recognize the time reference of an utterance.3. Distinguish between positive and negative statements.4. Recognize word order.5. Identify sequence markers, key words, etc.

CLASSROOM TASKS/ ACTIVITIES THAT BUILD BOTTOM- UP PROCESSING

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Examples of listening tasks that develop bottom- up processing

1. Students listen to positive and negative statements and choose the appropriate form of agreement.

Students hear Students choose

- That’s a beautiful dress. Yes/ No

- That’s not a very good one. Yes/ No

- This meal is tasty. Yes/ No

- I don’t like you. Yes/ No

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2. Word stress as a marker of information focus of a sentence.

Students hear Students check information focus

The bank’s closed for today.

Where/ When

Are schools open in September?

Where/ When

I’m going home tomorrow.

Where/ When

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Example

Developing the ability to identify the key words.

Students hear:

My hometown is beautiful because it’s got the beach, places to have fresh seafood and lots of cheap shopping…

Students’ task:

Which of these words do you hear? Number them in the order you hear.

Lots of, fresh seafood, hometown, cheap shopping, beautiful

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More examples

• Silly/ Funny/ Sad Stories

Say “ I’m going to tell you a … story. Every time you hear something … put up your hand.”

• Auditory memory

Memory game. I went to the market and bought…

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B. Top - down Processing- Listeners use clues – what they know ( context) and what they perceive to build meaning ( schema). They will be able to:- Infer meaning from: + contextual clues- knowledge of the situation + who are the speakers? + what is the place, time, topic, purpose?- Making connections between the spoken message and prior knowledge ( of various topics).

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The Notion of Schemata

-The notion of context has been linked to schemata- framework of understanding that we develop as children and continue to develop as adults.- Schemata is an effective tool for understanding the world.- Schemata can influence and hamper the uptake of new information, leading an individual to “ see” or “remember” something in a biased manner.- But students may lack the context/ schema and identify incorrectly the context/ schema.

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Assessing the initial state of learners

+ What do your students already know?

+ What existing schemata or frameworks do they already know?

Remember… students come to the class with their own knowledge and expectations. Sometimes their own schema distorts with what the present task requires.

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2. TEACHING TOP- DOWN PROCESSING

• Skills used in top- down processing:

- Use key words to construct the schema of a discourse.- Infer the setting for a text.- Infer the role of the participants and their goals.- Infer causes and effects.- Infer unstated details of a situation.- Anticipate questions related to the topic or situation.

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3. ACTIVITIES TO DEVELOP TOP- DOWN LISTENING SKILLS

a, Students generate questions before the listening. + a set of questions they expect to hear about a topic and listen to see if they are answered. + a list of things they already know and what they would like to learn more about.b, Students read before the listening + one speaker’s part and predict the other speaker’ part. Then listen and compare the news/ headlines, then guess the event.c, Students listen to a part of a story and then complete the rest, then listen and compare the endings.

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As this module intends to be practical and hands- on, emphasis will be placed on developing lessons, selecting and using appropriate materials and creating effective and feasible tasks in teaching this skill.