Unit 9TeachingListening
Unit 9 Teaching Listening
Warming up questions Do you think listening is very difficult forEnglish learners in China?What are our problems inlistening inEnglish? How do most teachers teach listening?What do you think of this kind of eaching?
Warming up questions What are our problems in listening in English? Do you think listening is very difficult for English learners in China? How do most teachers teach listening? What do you think of this kind of eaching?
The focus for todayWhat makeslistening so difficult?What do we listen to in our everyday life?What are the characteristics of the listeningprocess?Howdo people process informationin listeningcomprehension?What are the principles for teaching listening?How can we teach listening effectively?
The focus for today What makes listening so difficult? What do we listen to in our everyday life? What are the characteristics of the listening process? How do people process information in liste ning comprehension? What are the principles for teaching listenin g? How can we teach listening effectively?
I. What makes listening sodifficult?Textb0okPP136-137
Textbook PP 136-137 I. What makes listening so difficult?
ll.What do we listentoin oureveryday life?interviewsinstructionssradionewsloudspeakerannouncementstheatre showstelephone chatscommittee meetings shoppinglessons lectures conversationsgossips watching televisionstory-telling(Ur,1996:105)
interviews instructions radio news loudspeaker announcements theatre shows telephone chats committee meetings shopping lessons lectures conversations gossips watching television story-telling (Ur, 1996:105) II. What do we li sten to in our e veryday life?
IlI. Characteristics of thelistening processInformal&spontaneous discourseListener expectation and purpose Looking as well as listeningOngoing, purposeful listener responseSpeakerattention(Textb0okP139)
III. Characteristics of the listening process Informal & spontaneous discourse Listener expectation and purpose Looking as well as listening Ongoing, purposeful listener response Speaker attention (Textbook P139)
IV. How do people process informationin listening comprehensionBottom-upprocessingTop-downprocessingPP143-144
IV. How do people process information in listening comprehension Bottomup processing Topdown processing PP143144
Bottom-upprocessingproceedsfrom sounds to words to grammatical relationships to lexical meanings, etc. to a final ‘message.The process of comprehension begins withthe message received, which is analyzed atsuccessive levels of sounds, words, clauses,and sentences, until the intended meaningis arrived at. Comprehension is thus viewed as a process of decoding
Bottom-up processing proceeds from sou nds to words to grammatical relationship s to lexical meanings, etc. to a final ‘mess age’. The process of comprehension begins with the message received, which is analyzed at successive levels of sounds, words, clauses, and sentences, until the intended meaning is arrived at. Comprehension is thus viewe d as a process of decoding
Examples:Scanning the input to identify familiar lexical itemsSegmenting the stream of speech into constituents- e.g. “abookofmine" consisits of four wordsUsing phonological cues to identify the informationfocusinanutteranceUsing grammatical cues to organize the input intoconstituents -for example,“the book which I lentyou” → [the book] [which I lent you]
Examples: Scanning the input to identify familiar lexical items Segmenting the stream of speech into constituents – e.g. “abookofmine” consisits of four words Using phonological cues to identify the information focus in an utterance Using grammatical cues to organize the input into constituents – for example, “the book which I lent you” → [the book] [which I lent you]
Top-down processing refers to the use of background knowledge in understanding the meaning of a message.Top-down technigues are more concerned withthe activation of schemata, with derivingmeaning, with global understanding, and withthe interpretation of a text.(PP143-144)(PP184-185)
Top-down processing refers to the use of bac kground knowledge in understanding the me aning of a message. Top-down techniques are more concerned with the activation of schemata, with deriving meaning, with global understanding, and with the interpretation of a text. (PP143144) (PP184185)