英语教学法教程9 Teaching Listening

EnglishLanguageTeachingMethodologyUnit8TeachingVocabularyOutline Presentation(G7):vocabularyteaching AbriefrevisionofUnit8 Unit9TeachingListeningPresentation:Mini-demonstrationofvocabularyteaching Designalessonplanforteachingsomenewvocabularyitemstoseniorhighschoolstudents.Focuson(1)≥3effectivewaysofpresentingtheitems;(2)≥3waysofconsolidatingthenewlylearnedvocabulary. Demonstratetotheclassnextweek. ForGroup7.ArevisionofTeachingVocabularyWhataresomeoftheassumptionsaboutvocabularylearning?Whatdoesknowingawordinvolve?Howcanwepresentnewvocabularyitems?Whataresomeeffectivewaystoconsolidatevocabulary?Howdowehelpstudentsdevelopvocabularylearningstrategies?8.1AssumptionsaboutvocabularylearningVocabularyitemscanbewords,compounds,phrases,sentences.Noteverysinglewordhasanequivalentinanotherlanguage,e.g.“the”.Vocabularycanbetaught.Bothteachersandstudentsshouldbeawareofthedifferencebetweenactiveandpassivevocabulary,andthentreatthemdifferently.Translationisnotthebestwaytoexplainnewwords.English-Englishexplanationsarenotthebest.Therearemanyothermoreeffectiveways.AnEnglish-Englishdictionaryisveryhelpful.Itismoreeffectivewhenwordsofrelatedmeaningaretaughtandlearnedtogether.Studyingvocabularyinlanguagecontextsaremoreeffective.Forgettingisinevitable.Butifwordsarefrequentlyused,theyarelesseasytoforget.8.2Whatdoesknowingawordinvolve? Knowingawordmeansknowing itspronunciationandstress; itsspellingandgrammaticalproperties; itsmeaning; howandwhentouseittoexpresstheintendedmeaning. Learningawordinvolveslearningmorethanjusttheworditself.Lexicalitemscanbephrases,clausesorsentences.Hedge(2000) Vocabularylearning“involvesatleasttwoaspectsofmeaning.Thefirstaspectinvolvestheunderstandingofitsdenotativeandconnotativemeaning.Thesecondaspectinvolvesunderstandingthesenserelations[collocations,synonyms,antonyms,hyponyms]amongwords.”8.3Howcanwepresentnewvocabularyitems?Provideavisualorphysicaldemonstration;Provideaverbalcontexttodemonstratemeaning;Usesynonymsorantonyms;Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings;Translateandexemplify,ifwordswithabstractmeaning;Usewordformationrules;Teachvocabularyinchunks;Relatewordstocontextsinreallife;Providedifferentcontexts;Prepareforpossiblemisunderstandingorconfusion.8.4Whataresomeeffectivewaystoconsolidatevocabulary? Somevocabularyconsolidationactivitiessuggested:LabellingSpotthedifferenceDescribeanddrawPlayagameUsewordseriesWordbingoWordassociationFindsynonymsandantonymsCategoriesUsingwordnet-workUsingtheInternetresourcesformoreideas8.5Howdowehelpstudentsdevelopvocabularylearningstrategies?ReviewregularlyGuessmeaningfromcontextcontextualclue:thetopic,thegrammaticalstructure,meaningconnectbetweenthegivenwordandotherwords,linguisticpatternOrganizevocabularyeffectively(p.131)Useadictionary(whatdictionary,howtouse,whattolookfor,whentouse)keepavocabularynotebook(indifferentformats)Managestrategyuse:self-evaluate;shareexperiencesUnit9TeachingListeningWhydoeslisteningseemsodifficultforstudents?Whatdowelistentoineverydaylife?Whatarethecharacteristicsofthelisteningprocess?Whataretheprinciplesandmodelsofteachinglistening?Whatarethecommonactivitiesinteachinglistening?9.1Whydoeslisteningseemsodifficult? Importanceoflistening Ofthetotaltimeanindividualisengagedincommunication,approximately9%isdevotedtowriting,16%toreading,30%tospeaking,and45%tolistening(Rivers&Temperley,1978)==>Listeningshouldbegivenmoreattentioninlanguageteaching.9.1.1Problemsinlistening Goh(2000)listedsomeproblemsreportedbylearnerswhenlisteningtoanEnglishtext.Quicklyforgetwhatisheard.Donotrecognizewordstheyknow.Understandthewordsbutnottheintendedmessage.Neglectthenextpartwhenthinkingaboutmeaning.Unabletoformamentalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems.9.1.2Reasonsfordifficultyinlistening Listeningisoftenneglectedinlanguageteachingduetolackofteachingmaterials,lackofequipmentinsomeschools,andlackofreal-lifesituationswherelearnersneedtounderstandspokenEnglish. Eveniflisteningwerenotneglected, Differentspeakersproducethesamesoundsindifferentways(dialects,accents,stresses,rhythms,intonations…); Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial; Speechislikelytobedistortedwithbackgroundnoise; …(pp.136-137)9.2Whatdowelistentoineverydaylife?(Ur,1996) Loudspeakerannouncements Radionews Lesson,lecture Conversation,gossip Instructions Watchingtelevision Watchingmovies Telephoneconversations Interview Shopping Story-telling Meetings Negotiations Theatershow …9.3Characteristicsofthelisteningprocess(Ur,1996)SpontaneityMostofthetimewelistentopeoplespeakingspontaneouslyandinformallywithoutrehearsing.ContextIsusuknowntobothLandS,whichhelpspredictwhatwearegoingtohear.VisualcluesThevisualcluessuchasfacialexpressions,gesturesandotherbodylanguageaswellasthesurroundingenvironmenthelpusunderstandandpredictwhatwehear.Listener’sresponseMostofthelisteningindailylifeallowsLtorespondtoS(interruption,repetitionorclarification).Speaker’sadjustmentScanadjustthewayofspeakingaccordingtoL’sreactions.9.4Principlesandmodelsforteachinglistening9.4.1FourprinciplesFocusonprocess:listeningisasactiveaskillasspeaking(attending,parsing,decoding,re-encoding,understanding…)Combinelisteningwithotherskills:listeningisnotanisolatedskill.Listening+speaking(retelling,interviewing,discussion,answers);listening+writing(note-taking,awritingtask).Focusoncomprehensionofmeaning:listeningcomprehension,notmemorychecking.Gradedifficultylevelappropriately:3majorfactors–1)typeoflanguageused;2)taskorpurposeinlistening;3)contextinwhichthelisteningoccurs.9.4.2Principlesforselectingandusinglisteningactivities Oxford(1993:210)offered12principles:Thelisteningactivitymusthaveareal,communicativepurpose.Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeech.Pre-listeningtasks(e.g.discussingthetopic,brainstorming,presentingvoc,sharingofrelatedarticles)mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidentifythepurposeoftheactivity.Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible.Theactivitymustoffermanyenvironmentalcluestomeaning.Whenpossible,thewholelisteningtextshouldbegiven,andthendividedintopartsthatcanberepeated.Attheend,thewholetextshouldbegivenagain,andssshouldhaveopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.Theactivityrequireslistenerstorespondinsomemeaningfulfashion,individuallyorinpairs/groups.Theactivitymustbefashionedsothatsswithnormalbackgroundknowledgeareabletounderstandthetopic.Theactivitymustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive.9.4.3ModelsoflisteningprocessBottom-upmodelListeningcomprehensionstartswithsoundandmeaningrecognition,thentowords,phrases,andstructures.Top-downmodelListeningcomprehensioninvolves“knowledgethatalistenerbringstoatext,sometimescalled‘insidethehead’information”(Hedge,2000:232).Listeningforgistandmakinguseofcontextualcluesandbackgroundknowledgetoconstructmeaningareemphasized.Interactivemodel Thetwoprocessesaremutuallydependent. Comprehensionis“theresultofintegrationoftheinformationconveyedbythetextwithinformationandconceptsalreadyknownbythelistener.”9.4.4ThreeteachingstagesPre-listeningWhile-listeningPost-listening9.5Pre-listeningactivities Threethingsforteacherstoconsider:Howtomotivatessbymakingthetopicrelevantandinteresting?Whatknowledgeisalreadyknowntossandhowtoactivateknownknowledgefornewknowledgetobebuiltupon?Whatlanguagesupportisneeded?tomotivatess,toactivatetheirpriorknowledge,toteachkeywordsorkeystructures,soastogetssprepared.9.5.1Predicting Goodlistenersaregoodpredictors. Teachersshoulddesignactivitiestohelpsspredictthecontentofwhattheyareabouttohear. E.g.useapicture,somevisualaids;ssreadthelisteningcomprehensionquestionsbeforetheylisten(guessthetopic)9.5.2Settingthescene Teachershelpprovidethebackgroundinformationtoactivatess’schema. Forexample,apassageaboutYaoMing9.5.3Listeningforthegist Listeningforthegistissimilartoskimmingapassageinreading. Thekeyistoaskss1or2questionsthatfocusonthemainideaorthetoneormoodofthewholepassage.9.5.4Listeningforspecificinformation Itisimportanttoexposesstoavarietyoftypesoflisteningtextsforavarietyofpurposessothattheywilldevelopavarietyoflisteningstrategiestousefordifferentsituations. E.g.listentotheweatherreportfortomorrow’stemperatureinthecitywherewelive;listentoairportannouncementsfortheboardingtimeofourflightSummaryonpre-listeningactivities Pre-listeningtasksshouldnottakemuchtime. Weselectmostoftenonekindofactivitybeforeeachlisteningsession. Thepurposeistomotivatess,activatetheirschema,toaddcontext,preparessfornecessarylanguagesothattheactuallisteningitselfbecomeseasier.9.6While-listeningactivitiesNospecificresponses Bynotgivingssanytaskthefirsttimetheylistentoapassage,itcantaketheanxietyoutoflistening.Listenandtick(p.148)Listenandsequence(p.149)ListenandactListenanddraw(Task11)Listenandfill(intheblanks)Listenandtakenotes(p.151)9.7Post-listeningactivitiesMultiple-choicequestionsAnsweringquestions(comprehensionorinference)Note-takingandgap-filling(e.g.mini-lectureinTEM8)Dictogloss(cf.dictation)Preparation(introducethetopic,keywords,generalquestions)Dictation(atnormalspeed)ReconstructionAnalysisandcorrectionSummaryonpost-listeningactivities Taskslikeroleplay,debate,discussion,writingback,etc.offeropportunitiestointegratelisteningwiththepracticeofotherlanguageskills,tointegratewhatsshavelistenedtowiththeirownknowledgeandmeanwhiletheycanshowtheirpersonalviewsandreactionstowardswhatthey’veheard. DonotrequiresstoremembermoredetailsthanaNSwouldbeabletodoinreallife. Donotspendtoomuchtimegivingsswithtraditionaltest-takingquestions(notauthentic).Conclusion Abetterunderstandingofthelisteningprocessandthecharacteristicsofspokenlanguagewillhelpunderstandthedifficultiesthatssexperienceindevelopinglisteningskills. Teachinglisteningshouldfocusontheprocessoflisteningratherthattheresultoflistening. Listeningactivitiesshouldnotmerelytestss’memory.Assignment:TotalPhysicalResponsemethodofteaching Telluswhatyouknowaboutthemethod,itstheoreticalfoundation,itsdevelopment,classroompractice,etc. Commentonthemethod. Designalessonplanforteachinglistening,usingTotalPhysicalResponsemethod,anddemonstratetotheclass.