Mention one of the problem a second language learners face?
What do you think about native speakers accent?
Are there listening problems if you don´t have a good English level, explain why?
2.- What is successful listening?
What are the difficulties a student has in a listening activity?
How can we avoid those difficulties?
Do you think it is important to learn a second language?
3.- One view of listening: the listener as tape recorder.
What is the listener as tape recorder about?
What do you understand as listening comprenhension?
What is the problem with tape recorder in the comprehension of the message?
4.- An alternative view of listening: the lostener as active model builder.
What does the mental model listening involves?
What do you understand by coherent interpretation?
What is the effect a listening has on speaking?
EXPOSITION OF: "TYPES OF CLASSROOM LISTENING PERFORMANCE"
It is helpful for you to think in terms of several kinds of listening performance- that is what your students do in a listening technique or task and sometimes they are themselves the sum total of the activity of a technique.
1.-Reactive: This kind of listening performance requires little meaningful processing, it may be a legitimate, even though a minor, aspect of an interactive, communicative classroom.
This role of the listener is not generating meaning. About the only role that reactive listening can play in an interactive classroom is in brief choral or individual drills that focus on pronunciation.
2.- Intensive: Techniques whose only purpose is to focus on components (phonemes, words, intonation, discourse markers, etc.) of discourse may be considered to be intensive-as opposed to extensive-in their requirement that students single out.
3.- Responsive: The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply. Examples include:
-Asking questions
-Giving commands
-Seeking clarification
-Checking comprehension
4.-Selective: The purpose of such performance is not to look for global or general meanings, necessarily, but to be able to find important information in a field of potentially distructing information. such activity requires field independence on the past of the learner. Selective listening differs from intensive listening in that the discourse is in relatively long lengths. Examples:
-Speeches
-Media broadcasts
-Stories and anecdotes
Techniques promoting slective listening skills students to listen for:
-Dates
-Facts or events
5.-Extensive: Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose. Extensive listening may require the student to invoke other interactive skills (e.g., note-taking and/or discussion) for full comprehension.
6.- Interactive: There is listening performance that can include all five of the above types as learners actively participate in discussions, debates, conversations, role-plays, and other pair and group work. Their listening performance must be intricately integrated with speaking (and perhaps other) skills in the authentic give and take of communicative interchange.
SUBSKILLS
Table 16.1 Microskills or listening comprehension adapted from Richards 1983.
1.- Retain chunks of language of different lenghts in short-term memory.
2.- Discriminate among the distinctive sounds of English.
3.- Recognize English stress patterns, words in stressedand unstressed positions, rhythmic structure, intona contours, and their role in signaling information.
4.- Recognize reduced forms of words.
5.- Distinguish word bounderies, recognize a core of words and interpret word, 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 sentence 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 discourse.
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, described, predict outcomes, unfer links and connections between events, deduce causes and effects, and detect such relations as main idea, supponing idea, new information, given information, generalization, and exemplification.
15.-Distinguish betwen literal and implied meanings.
16.-Use facial,kinesic, body language, and 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.
Brown, Douglas (2001).
Reading.
Pre-reading
- Teacher has to get in context to their students.
- Predict was the text is going to be about.
- Teacher has to activate their previous knowledge (schemata)
While -reading
- Infer the words that ss don't know.
- Ss can work individually or in groups to check the answers.
Post- reading
-Check the answers of students
- Get feedback
Chec the differences between facts and the personal opinion.
Reading Subskills.
1.- Recognising words and phrases in English script.
2.- Using one's own knowledge of the outside world to make predictions about and interpret a text.
3.- Retrieving information stated in the passage.
4.- Distinguishing the main ideas from subsidiary information.
5.- Deducing the meaning and use of unknow words; ignoring unknow words/phrases that are redundant; i.e, that contrubute nothing to interpretation.
6.- Understanding the meaning and implications of the grammatical structures, e.g. cause, result, purpose, reference in time (e.g. verb tenses; compare: ' He could swim well' - past, 'He could come at 10 a.m' - future).
7.- Recognising discourse markers: e.g. therefore + conclusion, however + contrast, that is + paraphrase, e.g + example.
8.- Recognising the function of sentences - even when not introduced by discourse markers: e.g. example, definition paraphrase, conclusion, warning.
9.- Understanding relations within the sentence and the text (words that refer back to a thing or a person mentioned earlier in the sentence or the text, e.g. which, who, it).
10.- Extracting specific information for summary or note taking.
11.- Skimming to obtein the gist, and recognise the organisation of ideas within the text.
12.- Understanding implied information and attutudes.
13.- Knowing how to use an index, a table of contents, etc.
Understanding layout, use of headings, etc.
Teaching English through English. Jane Willis. Ed. Longman. 1998, Edinburg pp.192.
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