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PDP Framework

PDP Framework. P = Pre-listening D = During-listening P= Post-listening. Pre-listening. Purpose Help students prepare for what they are going to hear (which will give them a greater chance of success in any task) Activities Activate schemata (to help predict content)

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PDP Framework

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  1. PDP Framework P = Pre-listening D = During-listening P= Post-listening

  2. Pre-listening Purpose Help students prepare for what they are going to hear (which will give them a greater chance of success in any task) Activities Activate schemata (to help predict content) Generate interest in the topic Teach lexical items Set up a reason to listen

  3. During-listening Purpose Learners interact with the text to improve their listening skills Activities (step-by-step – carefully sequenced and scaffolded) Main idea/Gist (general) Details (specific) Inferences (what is not explicitly stated) Summarize (comprehensive) *Need to do a different task for each repeated listening (x3).

  4. Post-listening Purpose Build and expand on what students have learned in the lesson (which includes integrating other language skills and personalizing content) Activities Comprehension questions Vocabulary review Response to content (orally and/or in writing) Extension work or project(s)

  5. Role of the teacher Tailor (text must fit class – appropriate topic, level, genre, etc.) Stand-up comedian (best source of input; hold an audience) Sleuth (analyze lesson language before class for comprehension) Engineer (working knowledge of equipment) Spy (observe students while listening) Doctor (expert at diagnosis – things that went wrong) Firefighter (get out of trouble – lesson/listening text is too difficult) Tour guide(point out what’s interesting and ignore what isn’t)

  6. Cole and Jakimek (1980) “In mud eels are, in clay none are” Listeners had to report back what they had heard, but proved totally incapable of understanding the sentence. Relevance: Shows that, without a clear context, connected speech often becomes inaccessible.

  7. Context and Pre-listening Who is speaking and who is listening? Why? What is their relationship? Where are they and what are they trying to achieve? What language are they using (verbal and body) and how are they using it (tone, pitch, accent, volume, speaking style, etc.)? What information will be heard in the listening text (to include length, function – persuading, and structure – monologue)? What is the topic? Familiar or requires special knowledge?

  8. Activating schemata Brainstorming (generate ideas > narrow down) Visuals (immediate and evocative) Realia (link classroom to outside world; memories/associations) Texts and words (vital information, motivates us to investigate) Situations (typical/routine – familiarity helps predict/anticipate) Opinions, ideas and facts (broadens and involves)

  9. Establishing reasons for listening Make the purpose realistic (task must reflect type of listening text) Make the goal achievable Get the students involved (time, effort, and thought)

  10. Most motivating task Listen for answers to our own (generated) questions Higher-order questions: Analyze something or personalize the issue (open-ended, produce deep thinking) Lower-order questions: Require basic factual information (usually have just one correct answer) Display questions: Teacher asks for a correct form (rather than for any thought) *Higher-order and lower-order questions help activate schemata.

  11. Pre-teaching vocabulary (factors) Time it takes to teach each word Whether the word is worth the effort (key: efficiency – familiar context, pronunciation, do something with it – sentence, personalize) Number of words to be pre-taught (fewer the better)

  12. Chang and Read 160 Taiwanese students – Pre-teaching vocabulary isn’t very effective Newly-learned vocabulary is usually not accessible to students during the mid-listening phase (can’t process spoken form of the word and meaning simultaneously > needs to be automatized – several opportunities to process over time) Pre-teaching vocabulary tends to encourage students to focus on the target vocabulary rather than the meaning of the passage as a whole Guessing unknown words is a valuable skill (one that students should practice regularly) *Teachers need to think carefully about which words to pre-teach, how to pre-teach them and whether the meaning of unknown words can be inferred and checked in the post-listening phase).

  13. Pre-listening: Things to avoid Don’t let the pre-listening stage drag on (keep short, fast-paced) Don’t give away too much information to the students (introduce the topic; don’t give all the answers) Don’t do a listening before the listening (no teacher monologues; let students do as much speaking as possible) Don’t just talk about the general topic (focus on content of the passage; relevant to what students will hear)

  14. “Superpowers” How would you modify the pre-listening stage of my lesson based on what you read?

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