week 7 lecture slides
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English 565
Serpil Sonmez
Week 7
Listening skill is used x2 speaking, x4 read, x5 write (Rivers, 1981; Weaver, 1972)
Until 60’s not much attention is paid to listening. It was regarded as a “passive” skill (Situational Approach, and Audiolingual Methods did not pay much attention to it other than grammar and pronunciation drills and learners’ imitation of dialogues and discriminating sound patterns and pronunciation.
Listening is a language act. (It’s not passive)Listening Comprehension is an act of
information processingListening comprehension is a multilevel
interactive process of meaning creation. Spoken communication serves 2 linguistic
functions: interactional & transactionalThe cognitive processing of spoken language
involves simultaneous activation of top-down and bottom-up processing.
Listening & RepeatingInstruction: Drills/ Repeating/Dialogue MemorizationStudents are able to recognize conversation patterns, imitate pronunciation patterns.
Addresses to lower level cognitive processing . Listening & Answering Comprehension QuestionsInstruction: Ss listen to an oral text and answer primarily factual questions. Ss can manipulate discrete pieces of info. Can increase Ss block of vocab units and
grammar constructions and bottom-up processing strategies. ot communicative, doesn’t encourage authentic use of language.
Task ListeningInstruction: Ss listen & “do” (follow directions, complete a task, take notes, etc.)Task-oriented. Engage learners in using the information content presented in discourse.
Emphasizes functional use of lx. To help Ss develop cognitive and metacognitive strategies.
a. Lx use tasks b. Lx analysis tasks Interactive ListeningInstruction: Communicative/Competence oriented (Linguistic competence, discourse
competence, sociolinguistic competence, and strategic competence. Listening-thinking-speaking model. Interactive oral/aural development of skills.
Ss participate in discussion activities that would develop 3 phases of speech act: decoding spoken discourse, critical analysis & synthesis, instant response encoding appropriate to the situation.
Bidirectional: UnidirectionalAutodirectional
(listening to the self)
Transactional: message oriented, conveying factual or propositional information. Transactional language is used for explaining, giving instructions, describing, comprehension checks, requesting, etc.)
Interactional: Social type talk, establishing social relationships.
Functions of Listening
Discriminate between emotional reactions
Get the main idea of a passage
Recognize the topic Use knowledge of topic to
predict the content of the text.
Use introduction to the lecture to predict its content and focus
Predict what comes next in the text
Recognize point of view
Use features of sentence stress and intonation to identify important info for note taking
Be aware of sentence fillers in informal speech
Become aware of organizational cues in text.
Become aware of lexical markers for definitions.
Identify specific points of information.
Use speech features to see if speech is formal or informal
Recognize a familiar word and relate it to a category
Compare information in memory with incoming information
Compare information that you hear with your own experience.
a. Purpose of listening is transactional or interactional?
b. What kind of background knowledge can be applied to the task?
c. What’s listeners’ familiarity with the topic?
Richards’s Functions Chart
Bottom-up1: Listening closely to a joke (interactional) to know when to laugh3. Listening to instructions (transactional )during a driving lesson.
Top-down2.Listening to cocktail party talk (interactional)4. Listening to air safety instructions on a plane (transactional)
Cognitive: used to manipulate informationMetacognitive: planning, monitoring, and
evaluating comprehensionSociaoaffective: negotiation of meaning in
bidirectional conversations.
Increase listening timeUse listening before other activities (beginnig
& low-interm)Include both global (get the gist of the text)
and selective listening (pay attention to form)Encourage top-down and bottom-up
processing at every proficiency levelDevelop conscious listening strategies.
1. Relevance : Lesson content & outcome need to be relevant. Relevant to real-life situations- getting and holding learner attention. Ts can adapt materials to create relevant learning activities.
2. Transferability: applicability value both in and out of class. (i.e. news broadcasts)
3. Task-orientation:
Lx Use Tasks: Sts listen for information and immediately do something with it. (i.e. Simon Says, listening & drawing a map, real-life spatial problems, summarizing, asking questions (see C-M p.78 for more) Increases vocab, help build a repertoire of familiar top-down networks of background knowledge and build schemata (mental frameworks of knowledge)
Lx Analysis Tasks: Give Ss opportunities to analyze selected aspects of lx form and use. Develop personal strategies to facilitate learning. Goal is consciousness raising about the lx. (i.e. analysis of “fast-speech”, phrases, sociolinguistic dimensions, communicative episodes, comm. Strategies.
Outcome Type Activities
Listening & Performing Drawing a pictureLocating routes on a mapSimon SaysOperating equipment (i.e. camera)Carrying out steps in a process.
Listening & Transferring Info Taking a message over the phoneFilling blanks in a gapped story gameCompleting a chartSummarizing/reporting gist of a story Taking notes in a lecture
Listening & Solving Problems Word & number gamesClass versions of jeopardyMystery storiesShort descriptions of court cases –listeners are asked to make a decision and defend it.Field trips to grocery store
Listening, Evaluating & Manipulating Information
Evaluating arguments in order to take a positionMaking predictions from the info received
Interactive Listening & Speaking (Negotiation of meaning through Questioning/Answering.
Repetition/paraphrasing/verification/clarification/elaboration/extension/challenge questions.
Listening for enjoyment, pleasure & sociability
Interactional listening activitiesTalk about hobbies, plans for future.
Canale & Swain (1985)Ability to communicate:Grammatical CompetenceSociolinguistic Competence (rules for expression
and understanding of appropriate social meanings and grammatical forms in different contexts)
Discourse competence (how texts are constructed and how sentence elements are tied together)
Strategic Competence: a repertoire of strategies that help with a variety of communication difficulties.
negotiation of meaning is a goaluse of integrated skillsstrategy trainingstudents are responsible for their own learning
Fluency (Hedge, 1993)The ability to link units of speech together
without hesitationNegotiation of meaning, where overt
correction is minimized.
discussions (based on readings, video material, etc. or discussion activities found in textbooks)
speeches (planned or impromptu) - can overtly teach hesitations in this kind of activity
role plays - focus on speech acts conversations - recording and analyzing natural
conversations to raise students’ metalinguistic awareness
oral dialogue journals - recorded dialogue journals can be used to give students feedback on fluency and accuracy
In EFL contexts there are other issues large classes native culture which discourages speaking out in class students speak same L1
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