DEVELOPING LISTENING Alejandra Echague C. 2009

1. DEVELOPING LISTENINGAlejandra Echague C.2009

2. DEVELOPING LISTENING IN A FOREIGN LANGUAGE 1. The foundation skill • First to be acquired • Mother skill 2. The nature of listening • Transitority of speech • Real time

3. HOW CAN WE HELP?I. COMPENSATING FOR THE DIFFICULTIES

4. THE THREESTAGES OF LISTENING

5. A. PRE – LISTENING STAGE • Motivation: • Connect learners’ experiences with topic of text and encourage learners’ contributions • Provide key words (few words) • Contextualize (place, time, nr of speakers, etc.) to help students construct meaning • Assign a predicting task

6. B. LISTENING STAGE • First listening to verify predictions. • Second and subsequent listenings to carry out the tasks requested (specific relevant info, gist) REMEMBER! • Design tasks appropriate to the transitory nature of speech • Avoid overexposure: one listening, one task • Decide on a system of evaluation and communicate it to your students.

7. EXAMPLES OF LISTENING TASKS • Yes / No -- true / false -- tick / cross --“either… or” answers • Tick items from a list with a few distracters • Put in chronological order by numbering • Write words, figures or symbols • Fill gaps with one or two words max. • Correct factual details: colours, times, prices, places, etc. • Match up halves of sentences • Take notes

8. C. POST LISTENING STAGE • Design comprehension tasks, which integrate the productive skills, i.e. retelling, role plays, dramatizations or by means of writing, i.e. answering a series of comprehension questions in writing to produce a summary of the text listened to. • Do linguistic reinforcement: choose one lexical OR one grammar feature and design tasks around it (help students reflect/think) • Design follow-up activities relating the topic with students experiences or other disciplines

9. II. ADOPTING A TEACHING VERSUS A TESTING APPROACH GRADE THE TEXTS. HOW? • From modified or adapted to authentic • From familiar and concrete to less familiar and concrete topics • From very short to longer text GRADE THE TASKS. HOW? • Adjust the level of difficulty • Adjust the amount of support needed

10. DEVELOPING LISTENING : DO’S AND DONT’S • Teach and talk in English • Don’t make students understand every single word • One listening, one task • Have students listen without the script • Allow sufficient time between listenings

11. DEVELOPING LISTENING : DO’S AND DONT’S • Include a wide range of tasks. Don’t stick to one • Make sure tasks are challenging, motivating. Most importantly, achievable • Expose students to a variety of listening texts • Supplement the course book CD with authentic material

12. TIPS TO DEVELOP LISTENING TASKS • Avoid comprehension questions (while) 2. Ask students to read the tasks and predict the possible answers before they listen to the text 3. keep instructions simple 4. If students are required to fill in the missing word: • ONLY ONE WORD should be missing per line. ASK for easy words (give them confidence • DO NOT USE the key words as blanks • Eliminate one word EVERY OTHER LINE (give them time to write)

13. TIPS TO DEVELOP LISTENING TASKS • If students are required to find the mistake, first they need to be given two alternatives to discriminate from • In the case of a song: • leave the first two lines intact (context) • avoid sequencing and ordering tasks unless they follow a logical line • make sure it is readable after students have completed the tasks

14. LISTENINGLANGUAGE SKILL DEVELOPMENTAlejandra Echague C.2009