tesol presentation 2013 (1)
TRANSCRIPT
“MOVING TOWARD A MORE
AUTHENTIC LISTENING PRACTICE”
Carol Numrich
TESOL „13, Dallas, Texas
American Language Program, Columbia University
Pearson ELT
•WHY AUTHENTIC?
PRACTICAL SOLUTIONS
Authentic source materialWas this material produced for a native speakers’ ears?
Use of unedited authentic listening material
Authentic listening purposeWould native speakers ever listen for this reason?
Purposes that match real reasons for listening.
Authentic listening taskDo native speakers ever do this / attend to this while listening?
Give listening tasks that match real-life situations.
•AUTHENTIC
CONTENT
Authentic Content on the Web
• Beginner Level
Real English
http://www.real-english.com/
• Intermediate LevelMovie Trailers
http://www.learnenglishfeelgood.com/eslvideo/index.html
• Advanced LevelTED lectures
http://www.ted.com/
Authentic Listening Genres
easy
• Conversations
• Announcements and Ads
• Radio interviews
• Radio reports
• Lectures
• Commentaries more difficult
Pg iv and v
•AUTHENTIC
PURPOSE
Debate: Is Marriage Necessary?
• Take Notes to PrepareFocusing on the facts about current marriage practices will prepare you to conduct a
debate in the exercise that follows.
Listen to the interview again. Take notes on the issues concerning current marriage practices. Main topics and some examples have been provided for you.
Marriage is on the decline.
U.S. census – sharp drop in married population
_________________________________________________________
_________________________________________________________
More and more unmarried couples are cohabitating.
invisible – count as single people
__________________________________________________
__________________________________________________
More children are born out of wedlock.
__________________________________________________
__________________________________________________
Oral Presentation: International Traffic Problems
• Take Notes to PrepareFocusing on the problems drivers face will prepare your oral presentation in the exercise that follows.
Listen to the interview again. Take notes on the issues drivers face in today’s world. Main topics and some examples have been provided for you. Use your notes to help you prepare for your own oral presentation on driving/traffic issues in another country.
Improvements in driving:
cars are safer
_________________________________________________________
_________________________________________________________
What unnerves drivers:
__________________________________________________
__________________________________________________
Distractions that can cause car crashes:
__________________________________________________
__________________________________________________
Problems with drivers:
__________________________________________________
__________________________________________________
Listen to reinforce “read” material
•Read the play
•Watch the movie version
•See the performance on Broadway
•AUTHENTIC TASK
TOP DOWN BOTTOM-UP
Gist / Main ideas
Details
Inference
Vocabulary
Discourse features
Intonation patterns
Word stress
Phonemes
Top-down Processing
•Listening for main Ideas
•Listening for details
•Listening and making inferences
Story about insurance for contraption
vs. non-insurance for contraception
Analysis of LISTENING Questions
High-Beginning & Low-Intermediate Texts
• TEXTS ANALYZED
• Now Hear This (Heinle & Heinle)
• Interactions 1 (McGraw-Hill)
• Active Listening (Cambridge Univ. Press)
• Impact Listening 2 (Longman)
• Tapestry Listening/Speaking 1 (Heinle & Heinle)
• Listen for It (Oxford Univ. Press)
• Analysis of first, middle, and last chapter of each text
• Total number of questions analyzed = 819
LITERAL
72% TOTAL
INFERRED
7% TOTAL
APPLIED
21% TOTAL
43%
(355 questions)
2%
(16 questions)
12%
(97 questions)
10%
(83 questions)
<1%
(2 questions)
7%
(59 questions)
19%
(154 questions)
5%
(42 questions)
1%
(11 questions)
TOEFL iBT
Basic Understanding
Pragmatic Understanding
Connecting Information
Text #3: Audio script of NPR interview• UNIT 5• Is Autism Underestimated?
• III. LISTENING (page 62)
• Steve Inskeep, host: And we‟re going to hear now about a new autism study that surprised even the people who‟ve been tracking it for years. The number of children diagnosed with autism keeps
• going up, but it‟s not clear if that‟s because autism
• is becoming more common, or because parents,
• teachers, and researchers have become better at
• identifying it. So researchers set out to find every
• child with autism in a single community. NPR‟s Jon
• Hamilton reports that those researchers came up with
• a number that is higher than anybody expected.
• Jon Hamilton: Most efforts to identify children
• with autism focus on kids in special education
• classes, or those known to have language or learning
• problems. Roy Richard Grinker, of the George
• Washington University, is part of a group who
• thought this approach might be missing a lot of kids
• on the autism spectrum.
• Professor Roy Richard Grinker (Anthropology,
• George Washington University): What we wanted in the online
• edition of the American Journal of Psychiatry. Jon
• Hamilton, NPR News.
• to do was to go beyond that and pick a medium-sized
• city where we could look at every child.
• Hamilton: The city they chose is not in the U.S.
• It‟s Goyang in South Korea, not far from Seoul.
• Grinker says it‟s an ideal place for this kind of study
• because the government makes sure every child
• goes to school. But he says South Korean officials
• and educators had thought autism was quite rare.
• The group‟s five-year study of 55,000 children from
• seven to twelve showed otherwise.
• Prof. Grinker: We found a prevalence of 2.64
• percent. That is two-and-a-half times what the
• estimated prevalence is in the United States.
• Hamilton: Grinker says the South Korean study
• probably produced such a high figure because it
• screened and then tested a whole lot of kids who
• seemed to be doing OK.
• Prof. Grinker: Two-thirds of the children with
• autism that we ended up identifying were in
• mainstream schools—unrecognized, untreated.
• Hamilton: The team of Korean and American
• scientists who carried out the study say the result
• doesn‟t mean there‟s something different about
• South Korean children. Bennett Leventhal of New
• York University Medical Center is one of the study‟s
• authors.
• Professor Bennett Leventhal… No.
• Hamilton: Neither did his wife, Young-Shin Kim
• of Yale University. She is the study‟s first author and
• was born in South Korea.
• Young-Shin Kim (Yale University): I had some
• expectation that it‟s going to be a little higher
• than the previous studies because we‟re including
• children from the general population that were
• understudied in the past. But the extent—that was a
• surprise to us.
• Consider the Issues Audioscript 27
• Hamilton: Kim says many of the children were
• probably missed because they didn‟t misbehave, and
• they weren‟t failing academically.
• Kim: These children could function at a level that
• was expected to do, even though they were having
• a lot of difficulties with their peers and social
• engagement.
• Hamilton: Also, Kim says, autism carries a severe
• stigma in South Korea, so some parents may have
• ignored telltale behaviors. And she says many were
• upset to learn that they had a child on the spectrum.
• Kim: Some of the parents were yelling at us, like,
• “You guys are crazy. My child is OK,” and getting
• really angry about it. Some of the parents were
• shocked. Some are devastated. But some are like,
• “Oh, my God, now it makes sense. Actually, I‟m
• so happy that, actually, you told me that because I
• couldn‟t make any sense out of my child.”
• Hamilton: The authors say maybe we shouldn‟t
• be surprised that autism is so common. After all,
• brain disorders, like depression and anxiety, occur
• in several percent of the population as well. And
• Leventhal says the implications of this study are
• global. He says there are good reasons to identify
• all kids with autism, even if they aren‟t failing in
• school.
• Prof. Leventhal: They‟re socially awkward and
• they have trouble making friends. They get in trouble
• because their behavior is a little odd. And then when
• we teach them their skills, they actually can fit in
• better and succeed better. Is it perfect? No, but it‟s
• better than not.
• Hamilito No.
• Hamilton: Neither did his wife, Young-Shin Kim
• of Yale University. She is the study‟s first author and
• was born in South Korea.
• Young-Shin Kim (Yale University): I had some
• expectation that it‟s going to be a little higher
• than the previous studies because we‟re including
• children from the general population that were
• understudied in the past. But the extent—that was a
• surprise to us.
• Consider the Issues Audioscript 27
• Hamilton: Kim says many of the children were
• probably missed because they didn‟t misbehave, and
• they weren‟t failing academically.
• Kim: These children could function at a level that
• was expected to do, even though they were having
• a lot of difficulties with their peers and social
• engagement.
• Hamilton: Also, Kim says, autism carries a severe
• stigma in South Korea, so some parents may have
• ignored telltale behaviors. And she says many were
• upset to learn that they had a child on the spectrum.
• Kim: Some of the parents were yelling at us, like,
• “You guys are crazy. My child is OK,” and getting
• really angry about it. Some of the parents were
• shocked. Some are devastated. But some are like,
• “Oh, my God, now it makes sense. Actually, I‟m
• so happy that, actually, you told me that because I
• couldn‟t make any sense out of my child.”
• Hamilton: The authors say maybe we shouldn‟t
• be surprised that autism is so common. After all,
• brain disorders, like depression and anxiety, occur
• in several percent of the population as well. And
• Leventhal says the implications of this study are
• global. He says there are good reasons to identify
• all kids with autism, even if they aren‟t failing in
• school.
• Prof. Leventhal: They‟re socially awkward and
• they have trouble making friends. They get in trouble
• because their behavior is a little odd. And then when
• we teach them their skills, they actually can fit in
• better and succeed better. Is it perfect? No, but it‟s
• better than not.
• Hamiliton: The new study appearsn: The new study appears in the online
• edition of the American Journal of Psychiatry. Jon
• Hamilton, NPR News.
Bottom-up Processing
•Vocabulary / Word usage
•Intonation patterns
•Discourse features
•Word / syllable stress
•Phonemic discrimination
Phonemic Discrimination
I won’t go to Dallas.
I want to go to Dallas.
---------------------------------
I’ve lived in Dallas for 3 years.
I lived in Dallas for 3 years.
Lesson Design
Authentic Listening Materials
Authentic purposesAuthentic Tasks
NON-AUTHENTIC vs. AUTHENTIC
Setting the Context
Listening One
Listening Two