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What Is Listening Comprehension? What are the Types of Spoken Language?

Speaking English Does Not Necessarily Mean Understanding English Hanadi Mirza hanadym@hotmail.com www.atel-lb.org. What Is Listening Comprehension? What are the Types of Spoken Language?. From Input to Intake. Listening Process Let’s Analyze a Recorded Conversation.

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What Is Listening Comprehension? What are the Types of Spoken Language?

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  1. Speaking English Does Not Necessarily Mean Understanding EnglishHanadi Mirzahanadym@hotmail.comwww.atel-lb.org

  2. What Is Listening Comprehension? • What are the Types of Spoken Language?

  3. From Input to Intake • Listening Process • Let’s Analyze a Recorded Conversation

  4. What’s Happening inside Your Head?

  5. ListeningProcess 1. Raw Speech Image Formation 2. Type of Conversation (Lecture, Dialog, Radio news…) 3. Objective of Speakers (Ask Questions, Inform, Suggest…) 4. Use Background Knowledge to Make Cognitive Association  Plausible Interpretations

  6. Listening Process (continue) 5. Assign Literal Meaning to Utterances A: “ Is it Wemberley?” B: “NO, it’s Thursday.” C: “Ah, me too. Let’s have a drink!” 6. Assign Intended Meaning to Utterance • Misunderstanding= Hearer Makes False Assumptions about the Speaker’s Intended Meaning • Understanding= Intended Meaning Matches Speaker’s Literal Utterance 7. What to Retain in Short/Long Term Memory 8. Info Is Retained Conceptually Not in Its Original Form

  7. AboutListening • TPR= Total Physical Response • Difficulties in Listening Comprehension: - Redundancy, Rate of speech, Colloquial Language, - Performance Variables= Pauses, Hesitations, Noise, Voice Clarity, Stress and Intonation, - Distracters: Visual/Auditory • Types of Listening Activities in Class

  8. Importance of Motivation Self-Regulated Listeners • Listen for the Gist • Predict • Ask Questions  to Help them Comprehend what They Hear TEACHER Model and Practice with Students the interactive Listening Model with Its Eight Steps/Stages AIM help Students Reflect upon the Listening Process away from the Anxiety of Evaluation + Increase Interest in Listening Activities

  9. Importance of Awareness in Learning Listening In L2 Class Cognition versus Metacognition

  10. Cognition= Knowledge of the World PLUS Strategies to Use this Knowledge to Solve Problems • Metacognition= Conscious Awareness of this Knowledge and Strategies Eg1. I feel bad but I don’t know why Eg1. Moving your leg (CBT)

  11. Metacognition in Listening • Bloom’s Taxonomy= Cognitive Domain  Action Verbs • Metacognition= Conscious: 1) Planning(set goal and choose strategy to reach goal) 2) Monitoring (focus attention, I was quiet, I didn’t talk…) 3) Evaluation (check if strategies were effectively used IF effective  understanding IF ineffective  failure in doing task

  12. Listening Lesson Plan • Pre-Listening (Planning) • Listening (Monitoring) • Post-Listening (Evaluating) • Kinds of Listening Activities: Dictation, Dictogloss, Situations, Radio News, Lectures Songs (Use of Music  Learn a Language) Part of a Story BUT neither read nor to be read after listening

  13. How to ChooseListening Activities To design Listening Activities, Teacher should DECIDE on SS Responses / Class Performance CLASS PERFORMANCE • Reactive(repeat after me), • Intensive (intonation, stress), • Selective(names of people), RESPONSES • Oral, Written, TPR • Extensive (note taking • Interactive (communication)

  14. Spoken Language - Monolog = lecture radio news,… - Dialog = interpersonal or transactional Fluency versus Accuracy • Fluency: - not speed - ability to express one’s ideas logically • Accuracy: worry about grammar mistakes

  15. Types of Spoken Activities Role Play, Presentation, Guessing Game, Project What are students going to be evaluated on? • Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice  to improve fluency and  to internalize grammatical rules and increase accuracy. • Help SS to Develop Good Conversation Skills (be polite, take turns, ,…) • Improve SS pronunciation using simplified phonetics

  16. From Quarrels to Arguments 1- Quarrel= talk and fight/hit (less than 4 yr) 2- Primitive Argument(5. 5 ½ yr)= state opinion, can’t defend it, no teasing 3- Genuine Argument(7, 7 ½ yr)= opinion and logical support (tape of types of conversations in kids)

  17. Forest • Effect of Visualization • Result of Conceptualization • Draw OR Write about Your Forest

  18. Good vs. Poor Listeners

  19. THANK YOU FOR BEING GOOD LISTENERS Hanadi Mirzahanadym@hotmail.comwww.atel-lb.org

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