listening insights for tkt course.ppt

8/11/2019 listening insights for tkt course.ppt

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TKT Tutoring Class

Part 1 Describing language andlanguage skills (Unit 7)

September, 2014


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Unit 7 Listening

I. What is listening?

-definition, reasons for listening

II. Key concepts

1. Differences between written and spokenlanguage

2. kinds of listening3. listening principles

4. listening subskills/strategies

III. Classroom implications


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I. What is listening?

Listening, one of the four languageskills, is a receptiveskill, whichinvolves responding to language ratherthan producing it.

Using context and knowledge of

language and the world, we makesense of the meaningful sounds oflanguage.


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Listening involves:

- Characteristics of spoken language- Contextual and world knowledge

- Understanding different text types

- Understanding different speeds ofspeech and accents

- Using different listening subskills


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Reasons for listening:

a. For communicationb. For pleasure

c. For information

d. For education


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II. Key concepts1. Differences between written and

spoken language (p.30)

Written Language

Permanent

With punctuation and capital letters

With letters, words, sentences, and punctuationtogether

No visual support

Well-organized

Exact vocabulary and more complex grammar


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II. Key concepts1. Differences between written and spoken

language (p.30)Spoken language in English

Temporary, varied pace and pauses

With stress and intonation to show meanings

In connected speech, even with incomplete sentences

With body language, such as gestures and facialexpressions.

No so well-organized; with interruptions, hesitations,repetitions and frequent changes of topic

General vocabulary and simple grammar


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II. Key concepts2. Kinds of listening

A. Intensive listening/extensive listening

-Intensive listeningfocuses onlistening skills in the classroom tostudy the way English is spoken in.

-Extensive listeningis about pleasurelistening outside the classroomwithout the teachers intervention


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2. Kinds of listening

B.Monologues/dialogues

Monologues: planned (e.g. speeches) orunplanned (e.g. anecdotes)

dialogues(familiarity) : social/interpersonal(e.g. parties )or transactional (e.g serviceencounters)


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II. Key concepts3.Listening principles

(Harmer 2, 2007, p.135)

Encourage students to listen as often andas much as possible.

Help students prepare to listen. Oncemay notbe enough.

Encourage Ss to respond to the contentof alistening, not just to the language.

Different listening stages demand differentlistening tasks

Good teachers exploit listening to the full


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II. Key concepts

4. listening subskills/strategies

Listen for gist/general information

Listen for specific information Listen for detail


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III. Classroom implications (p.32)

Let students listen to many sources andvarietiesof spoken language

Listening to live speakersis easier than listeningto recordings

Have students listen to both created andauthenticlistening texts

Comprehension activitiesshould be easier inlanguage than the language in the listening text.

Children learn well from listening to stories thatinterest them


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Develop studentslistening skills by focusingregularly onparticular aspectsof listening, e.g.

problem sounds Activity pattern in a listening class:

-introductoryactivities (focus on topic andlanguage of the text)

-mainactivities (comprehension activities)-post-activities (discussion of the topic, personalopinion about the text)


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References

1. Hadfield.J. & Hardfield, C. (2008).Introduction to Teaching English.

Oxford University Press.2. Harmer, Jeremy. (2007). The Practice

of English Language Teaching. Pearson

Education Limited.3. Harmer, Jeremy. (2007). How to Teach

English.Pearson Education Limited.

listening insights for tkt course.ppt

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