Listening Comprehension.
1.Mention one of the problems that L2 learners face.
The L2 learners have the impression that the native speakers talk to fast.
The L2 learners have the impression that the native speakers talk to fast.
2.Can you have listening problems if you don´t have a good Englsih level? Explain why
Yes, beacause the skills that the listening requires are not developed already.
3. What do you think about native speakers?
The native speakers doný pay attention in the way they pronounce and sometimes that made their speach less clear for the L2 learners.
4. What are the difficulties a student has in a listening activity?
not hear adeately what has been said. Unfamiliarity with the speaker's accent. The listener recognizes that he has been spoken to, but has no idea what the message contained in the speech was. The syntax or semantics of the foreign language.
not hear adeately what has been said. Unfamiliarity with the speaker's accent. The listener recognizes that he has been spoken to, but has no idea what the message contained in the speech was. The syntax or semantics of the foreign language.
5. How can we avoid those difficulties?
Undestanding, listener has to be taught of as active one, practice and training, social conversations.
6. Do you think it is important to learn a second language?
You develop your communicative and linguistic skills
7. What is the listener as tape-recorder about?
Is when the student reproduce the information but not always understand it
Is when the student reproduce the information but not always understand it
8.What do you understand by listening comprehension? The learner is able to not only reproduce the information but also he can transform it or make his own opinion about it.
9.What is the problem with the tape-recorder in the comprehension of the message?
Sometimes the learners have problems with the audio because it isn´t clear, the volume isn´t loud enough or the learner isn´t acquainted with the accent of the speakers.
10. What does the mental model listening involve?
The mental model that we build as a representation of a spoken message is the result of combining the new information that we have just heard with our previous knowledge and experience.
11. What do you understand by coherent interpretation?
It is a version of what the listening meant.
12. What is the effect listening has on speaking?
When the learner speaks he tries to reproduce what he had alredy heard before.
Listening Exercise.
You will hear a customer asking for help in a shop. Write down the answers to the questions concerning what she wants. You will hear the listening twice.
- What did the woman receive as a gift?
- What kind of gift was it?
- Why does she not want it?
- Why can't she get her money back?
- What can she do with it?
- What would she like?
- What kid of handbag would she like?
- What kind of handbag was she looking for?
- Where is the handbag that she likes?
- What is the problem with the handbag she likes?
- What can she have instead of a refund?
- Who would she like to speak to?
- What does the man think the manager will say?
- Where has the manager been?
1.What makes listening difficult?
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
2. TYPES OF CLASSROOM LISTENING PERFORMANCE
Reactive:only type in class
Intensive:focus in one exercise
Responsive:The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply.
Selective:choose the activity acording with the context
Extensive:Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose.
Interactive:give importance for the feedback
3. Principles for designing listening techniques
1. In an interactive, four-skills curriculum, make sure that you don't overlook the importance of techniques that specifically develop listening comprehension competence. every skills are important
2. Use techniques that are intrinsically motivating.
promote by yourself
use of English
focus in the goals of the students
3. Utilize authentic language and cotexts.
the theme have to has relevance for the students
4. Carefully consider the form of listeners' responses.
to check that the student comprehended about the topic
5. Encourage the development of listening strategies.
strategies for learners for have a good comprehended
6. Include both bottom-up and top-down listening techniques.
have a conexion between all the skills
°experience of the topic for have a good produce
°activate your students (good enviroment)
CLUSTERING: pick up manageable clusters of words , avoid not retainning long constituents or losing the idea paying attention to every word in a utterance.
REDUNDANCY: take advanse of reduncy in conversation to pay attention just to the sentences with new information. Be aware of insertions of “I mean “ and “you know”.
Reduced forms: As redundancy, reduced forms are very common in native conversation. Reduction can be phonological (“Djeetyeet” for “Did you eat yet “), morphological ( constractions like I’ll ), also syntactic and pragmatics.
Performance Variables: casual speech by native speakers contains hesitations, pauses, and corrections commonly. Also will include ungrammatical forms, some of these forms are simple slips for example “We arrived in a little town that there was no hotel anywhere”.
Coloquial language : learners who have been exposed to standard written English language sometimes find it surprising and difficult to deal with colloquial language(idioms ,slang, reduced forms and shared cultural knowledge).
Rate of Delivery: learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses.
Interaction: to learn to listen is also to learn to respond and to continue a chain of listening and responding.
2. TYPES OF CLASSROOM LISTENING PERFORMANCE
Reactive:only type in class
Intensive:focus in one exercise
Responsive:The students task in such listening is to process the teacher talk immediately and to fashion an appropriate reply.
Selective:choose the activity acording with the context
Extensive:Extensive performance could range from listening to lengthy lectures, to listening to a conversation and deriving a comprehensive message or purpose.
Interactive:give importance for the feedback
3. Principles for designing listening techniques
1. In an interactive, four-skills curriculum, make sure that you don't overlook the importance of techniques that specifically develop listening comprehension competence. every skills are important
2. Use techniques that are intrinsically motivating.
promote by yourself
use of English
focus in the goals of the students
3. Utilize authentic language and cotexts.
the theme have to has relevance for the students
4. Carefully consider the form of listeners' responses.
to check that the student comprehended about the topic
5. Encourage the development of listening strategies.
strategies for learners for have a good comprehended
6. Include both bottom-up and top-down listening techniques.
have a conexion between all the skills
°experience of the topic for have a good produce
°activate your students (good enviroment)
SUBSKILLS
1.- Retain chunks of language of different lenghts in short-term memory.
2.- Discriminate among the distinctive sounds of English.
3.- Recognize English stress patterns, words in stressedand unstressed positions, rhythmic structure, intona contours, and their role in signaling information.
4.- Recognize reduced forms of words.
5.- Distinguish word bounderies, recognize a core of words and interpret word, patterns and their significance.
6.- Process speech at different rates of delivery.
7.- Process speech containing pauses, errors, corrections and other performance variables.
8.- Recognize grammatical word classes nouns, verbs, etc., systems (e.g. tense, agreement, pluralization), patterns, rules and elliptical forms.
9.- Detect sentence constituents and distinguish between major and minor constituents.
10.- Recognize that a particular meaning may be expressed in different grammatical forms.
11.-Recognize cohesive devices in spoken discourse.
12.-Recognize the communicative functions of utterances, according to situations, participants, goals.
13.-Infer situations participants, goals using real-world knowledge.
14.-From events, ideas, described, predict outcomes, unfer links and connections between events, deduce causes and effects, and detect such relations as main idea, supponing idea, new information, given information, generalization, and exemplification.
15.-Distinguish betwen literal and implied meanings.
16.-Use facial,kinesic, body language, and nonverbal clues to decipher meanings.
17.-Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appeal for help, and signaling comprehension or lack thereof.
Brown, Douglas (2001).Teaching by Priciples An Interactive Approach to Language Pedagogy.Second Edition.Longman.
Reading.
Reading: is a process that requires an active participation on the part of the reader, also can help us build new vocabulary.
Models of the reading
- bottom-up: emphazises a part of the reader's , contextual information.
- top- dowm: emphazises what the reader brings to the text.
- interactive reading: recognize the interaction between bottom-up and top down processes.
the process of the reading is about the differents steps in how to do a reading exercise.
Strategies of reading.
Efficient reading: the teacher have to decide what is the right material, they have to use the text effectively also improve reading speed.
word attack skills: help students decode and understand unfamiliar words.
Reading for plain sense text attack skills:the student have to understand the syntax of the reading also interpreting elliptical expressions.
Understanding discourse: is the purpose of the reading it means that the student have to recognizing the text organization, or the presuppositions underlying the text.
Reading skills
1. recognising words and pharases in English scrip
2. using one's own knowledge of the outside world to make predictions about and interpret a text.
3.retrieving information stated in the passage.
4. distinguishing the main ideas from subsidiary information.
5. deducing the meaning and use of unknown words; ignoring unknown word/pharases that are redundant, i.e; that contribute nothing to interpreting .
6. understanding the meaning and implications of grammatical structures.
7. recognising discourse markers.
8. recognising the function of the sentence- even when not introduced by discourse markers: e.g. example, definition paraphrase.
9. understandinr relations within the sentence and the text.
10. extracting specific information for summary or note taking.
11. skimming to obtain the gist, and recognize the organization for ideas within the text.
12. understanding implied information and attitudes.
13. knowing how to use an indez, a table of contents, etc.
Willis Jane, Teaching English through English, Longman 1998, Edinburgh.pp 192
Efficient reading strategies
Skimming
Skimming
Sometimes you need to get the general idea or gist of a text. The way to do this is not by reading every word. Few text books were written with your specific course in mind. So you need to adapt the material to your particular purposes, given the course and the task at hand. Skimming is the sort of reading which would be appropriate if your tutor asked you to read several books and articles for the next tutorial. She would not expect you to be able to recite it word for word, but she will want you to be able to discuss the issues raised.
You might try reading quickly through the table of contents, the preface and the index, then selecting from the chapter headings. You can then read the first and last paragraphs, and perhaps the first sentence of each of the other paragraphs. Don't forget to check any diagrams and figures. You should get about 50% of the meaning from all this and you are then in a good position to see if you need to employ scanning or detailed reading.
Scanning
You skim read material to get the general picture. To find out precise information you will need to practise the technique of scanning. You may need to find out specific details of a topic for an assignment or a task that your lecturer has set. There is little point in skimming a whole book for this purpose. You should identify a few key expressions which will alert you to the fact that your subject is being covered. You can then run your eyes down the page looking for these expressions - in chapter headings or sub-headings, or in the text itself.
Detailed reading.
Some subjects such as law subjects and literature, for example, require a very detailed understanding from the student. This kind of reading is always more time consuming, but can be combined with skimming and scanning for greater efficiency. If it is a photocopy or your own book, take full advantage by underlining or highlighting and using the margins for your own comments or questions.
Revision reading.
This involves reading rapidly through material with which you are already familiar, in order to confirm knowledge and understanding. Maybe summarise main points on to small system cards (these can be bought at any newsagent's and then be carried around).
Stages in reading a text.
In order to read more effectively, it is vital to become a more self-conscious reader. You need to understand what you are doing when you use different reading techniques for different purposes and texts, and to practise these particular reading skills. You must always read for a clearly defined purpose and adapt your reading strategies to that purpose.
It is important to break down the reading process into the following stages: before reading, during reading and after reading.
Before reading you need to survey the text so that you can get an overview of the book, article or section.
* understand the title
* examine the organisation of the information in the table of contents
* read headings and subheadings
* look at graphs, diagrams, tables
* read any questions or summaries at the end of the chapter
* read the introduction and conclusion
* read the first sentence in each paragraph
Now you are ready to read in detail the section/s which are relevant to your purpose.
As you read you must closely follow the development of the ideas in the text.
* avoid the temptation to ready every word
* read actively - write in the margins, highlight phrases, write summaries, take note of major and minor points
* read critically - Ask yourself questions; for example, is the argument logical? is it biased? is there enough evidence to support the author's conclusions? is the information dated?
After you read you must think over what you have read. Make a brief summary of the main ideas and concepts in the text.
You might try reading quickly through the table of contents, the preface and the index, then selecting from the chapter headings. You can then read the first and last paragraphs, and perhaps the first sentence of each of the other paragraphs. Don't forget to check any diagrams and figures. You should get about 50% of the meaning from all this and you are then in a good position to see if you need to employ scanning or detailed reading.
Scanning
You skim read material to get the general picture. To find out precise information you will need to practise the technique of scanning. You may need to find out specific details of a topic for an assignment or a task that your lecturer has set. There is little point in skimming a whole book for this purpose. You should identify a few key expressions which will alert you to the fact that your subject is being covered. You can then run your eyes down the page looking for these expressions - in chapter headings or sub-headings, or in the text itself.
Detailed reading.
Some subjects such as law subjects and literature, for example, require a very detailed understanding from the student. This kind of reading is always more time consuming, but can be combined with skimming and scanning for greater efficiency. If it is a photocopy or your own book, take full advantage by underlining or highlighting and using the margins for your own comments or questions.
Revision reading.
This involves reading rapidly through material with which you are already familiar, in order to confirm knowledge and understanding. Maybe summarise main points on to small system cards (these can be bought at any newsagent's and then be carried around).
Stages in reading a text.
In order to read more effectively, it is vital to become a more self-conscious reader. You need to understand what you are doing when you use different reading techniques for different purposes and texts, and to practise these particular reading skills. You must always read for a clearly defined purpose and adapt your reading strategies to that purpose.
It is important to break down the reading process into the following stages: before reading, during reading and after reading.
Before reading you need to survey the text so that you can get an overview of the book, article or section.
* understand the title
* examine the organisation of the information in the table of contents
* read headings and subheadings
* look at graphs, diagrams, tables
* read any questions or summaries at the end of the chapter
* read the introduction and conclusion
* read the first sentence in each paragraph
Now you are ready to read in detail the section/s which are relevant to your purpose.
As you read you must closely follow the development of the ideas in the text.
* avoid the temptation to ready every word
* read actively - write in the margins, highlight phrases, write summaries, take note of major and minor points
* read critically - Ask yourself questions; for example, is the argument logical? is it biased? is there enough evidence to support the author's conclusions? is the information dated?
After you read you must think over what you have read. Make a brief summary of the main ideas and concepts in the text.
Testing Techniques.
Multiple Choice.
OPEN QUESTIONS:
can encourage learners to expand on their answers, which requires them to construct longer examples of language.
Characteristics that open questions have:
- they will give you opinions and feelings
- they hand control of the conversation to respondent
- open questions begin with such as: what,why,when , etc.
- they ask the respondent to think and reflect
Ordering parts of a text
- · Order by chronological events
- · Logical events
- · By context
FILLING THE GAPS
- Context
- Longer text
- Higher level
MULTIPLE CHOICE
- identify
- Scoring easy
- Rapid and Economical
- Disvantages:
- Cheating is facilitated
- Knowledge
GUESSING WORD MEANING FROM CONTEXT
- Encourage readers to make and test predictions.
- it is very useful
- Focussed mostly on evidende
INFORMATION -TRANSFER TECHNIQUES
Another set of information for testing students understanding of text is the use of information transfer techniques, often associated with figures (as before, this term is used to cover all non-linear material such as chart, tables, illustrations). The information in a text is transferred to a table or diagram (either provided by the teacher, or generated by students). In the process the text becomes reduced and its content is presented in a partly graphic or visual form. Some teachers may recognize this as a graphic outline.The language items are linked with the information structure and the ideas of the text
- · Understand the main idea
- · Identifying order
- · Recognizing parts of speech
- · Guessing meaning from context
- · Inferring meaning
- · Identifying order
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