THEORIES & PRACTICE of TEFL - PowerPoint PPT Presentation

Director:Professor Mavis Shang

Name & ID:Xavier, Wu 9610008M

Name & ID:Roger, Yu 9610009M

Date:10/18/2007

Dept. of Applied English of I.S.U.

• Introduction
• Aspects of listening in L.T. & L.L.
• Principles of listening in L.T. & L.L.
• Extensive & Intensive Listening
• Skills and Strategies
• Listening Lesson Sequences
• Time of Q AND A

• A Fundamental Skill
• A Vehicle for Teaching of Grammatical Structure and Vocabulary
• The More Opportunities of Using
• The Best Way for Language Input
• Establish on Different Stages
• Extend Learners’ Vocabulary

• Four Models of Listening—

Role and Purpose

• Listening and Repeating#6
• Listening and Answering#7
• Task Listening#8
• Interactive Listening#9

• Three Modes of Communicative Listening—ActiveReceptive Skill
• Bidirectional Listening Mode.#11
• Unidirectional Listening Mode. #12
• Autodirectional Listening Mode.#13
• Implication for Instruction.
• In both of the Two-way mode & One-way mode.
• Self-dialogue should be used connection both of them.#27

• Two-way communicative listening
• Learners take turns exchanging Speaker Role and Listener Role in face-to-face or telephone interaction.#10

• One-way communicative listening
• Input comes from the sources of overheard conversation, public performances, telephone answering, the media.
• Hearing but are unable to interact →Analyze what we hear→Talk to ourselves in a reaction#10

• Self-dialogue communicative listening
• Internal roles: Speaker and Listener/ Reactor in our own thought processes.
• Re-create language internally →Listening again →Retell and Relive communication.#10

• Psychosocial Function of Listening
• Transactional Language Function.#15
• Interactional Language Function. #16
• Implication for Instruction.#27
• Providing exercises in both TLF Talk AND ILF Talk.
• Two functions may be Intertwined.
• Instructions→ Listening→ Recognize→ Respond

• Message Oriented—Clarity& Precision
• For Instructions, Directions, Explaining, Describing, Inquiring, Requiring, Checking on correctness of detail.
• Business-typeTalk
• Focus oncontent and conveying factual or propositional information.#14

• Person Oriented—Identify& Respect
• For identifying with other person’s concerns, maintaining and respecting “Face”.
• Social-typeTalk
• Focus oncasual conversation.#14

• Psychosocial Processes of Listening
• Bottom-Up Processes.#18
• Top-Down Processes. #19
• Implication for Instruction. #20
• Interactional: to interact with teacher and student.
• Transactional: to assimilate new input of information, concepts, and skills.
• Purpose, Background knowledge, and Topic.#27

• Aural ComprehensionProcess—Attention to Every DetailInput
• Understanding of the “heard” process Sound→ Words→ Grammatical Structure→ Lexical meaning.
• Bottom to Top
• Base on incoming language data.#17

• Aural Comprehension Process—Prior information about task of understanding
• Internal sources:

Prior knowledge and global expectation

about language.

• Top to Down
• Prediction and Inference→ Bypass Bottom-to-Top processing.#17

Interactional

Bottom-Up#21Top-Down#22

Transactional#17

• Cell 1:
• Listening closely to a joke(Interactional)in order to know when to laugh. #20
• Cell 3:
• Listening closely toinstruction(transactional)during a first lesson.#20

• Cell 2:
• Listening casually to cocktail party talk(Interactional). #20
• Cell 4:
• Experienced air traveler listeningcasually to verbal air safety instructions (Transactional)which have new concepts, and acquire new skills.#20

• Affective Domain—Attitudinal Information & Emotional Information
• Linguistic Cue for Affect
• Linguistic Messages#24
• Nonlinguistic Cue for Affect
• Paralinguistic Message#25
• Extralinguistic Messages#25
• Intellectual, Emotional, and Moral Attitudes#26

• Linguistic Messages
• Choosing words
• Arranging words into sentences
• Being dialogue discourse

Ex:

• That was an (interesting/excellent /good/fair/so-so/terrible) movie.
• I like him a lot but…
• Even though she’s my best friend, I must tell you that…#23

• Paralinguistic Messages
• Voice is used in speaking transmits meaning by different ways.
• Vocal elements: tone, rate, rhythm, stress.#9
• Extralinguistic Messages
• Body language transmitted words and vocal information.
• Elements: postures,movements, gestures, facial expressions, eye contact, talking space.#23

• Intellectual Attitudes
• Expression & Comprehension: agreement/disagreement; confirming/denying; accepting/ declining; forgetting/ remembering; possibility/ impossibility; capability/ incapability; uncertainly; obligation; permission.
• Emotional Attitudes
• Moral Attitudes#23

• Listening as a Language Act
• Information Processing #10
• Linguistic Functions #14
• Dimensions of Cognitive processing #17

• Three Materials Development Principles.
• Relevance—content andoutcome#29
• Transferability/Applicability—canbe used in other courses. #30
• Task orientation—combine language use tasks and language analysis activities.#31

• Content
• The information input.
• Outcome
• Natural use of the information.
• Face Validity for Students
• Encouraging the intention to learn.#11

• Content Level or Outcome Level
• Can be used in other courses
• Foster Transfer of Training
• The mirror of real life by activities.
• Radio
• Television new
• Broadcast#11

• Language Use Tasks
• Listen-and-Do communicative outcomes
• Listening and performing actions
• Listening and performing operation
• Listening and solving problems
• Listening and transcribing
• Listening and summarizing information
• Interactive listening and Q/A routines

• Language Use Tasks
• A base on Content Experiences
• Increase vocabulary
• Increase predictive ability including Schemata and Scripts.
• A base on Operational Experiences
• Acquire ability of familiar information-handling operations.

• Language Analysis Activities
• The opportunities to analyze selected aspects.
• Language Structure—Form
• Language Use—Function
• To develop personal strategies.
• Knowledgeable

• Specific Language Analysis Activities
• Analysis of task of fast speed.
• Analysis of phrasing and pause point.
• Analysis monologues and dialogue exchange.
• Describing and analysis sociolinguistic dimensions.
• Describing and analysis communicative strategies.#28

THANK YOU FOR ATTENTION

Q and A

See you next week

• Communicative Outcomes—AnOrganizing Framework
• Listening and Performing Actions and Operations.#37
• Listening and Transferring Information.#38
• Listening and Solving Problems.#39

• Listening and Performing Actions and Operations—Responsesto

Directions/Instructions/Descriptions

• Drawing something.
• A map task.
• Selecting work.
• Performing a movement.
• Operating a piece of equipment.
• Carrying out steps in a process.#36

• Spoken-to-Written
• Taking a message and transferring to another person.
• Listening and filling in blanks.
• Listening and completing a form or chart.
• Listening and
• Carrying out steps in a process.
• Listening to a how to talk and writing.
• Listening to a speech and taking a note.
• Spoken-to-Spoken
• Listening to directions and passing them.
• Listening to part of story and repeating it to others.#36

• Listening and Solving Problems—

Games and Puzzles

• Words games.
• Number games and story.
• Asking questions.
• careful listening to the completion of the game.
• listening story and settle solutions.
• A jigsaw mystery.
• Comparison shopping task.
• Short descriptions of court case.#36

• Communicative Outcomes—

AnOrganizing Framework

• Listening, Evaluating, and Manipulating Information.#41
• Interactive listening-and-Speaking.#42
• Listening for Enjoyment, Pleasure, and Sociability.#43

• Listening, Evaluating, and Manipulating Information—

Evaluate and Manipulate

• Receiving information and answer questions.
• Evaluating information.
• Evaluating arguments.
• Evaluating cause-and effect information.
• Summarizing or gist of information.
• Evaluate and combining or considering information.
• Evaluating and extending information.
• Organizing unordered information.#40

• Interactive listening-and-Speaking—produce and process
• Repetition—Question Asking
• Paraphrase—Different Restatement
• Verification—Confirmation
• Clarification—Explanation
• Elaboration—Additional Information
• Extension—For New Point
• Challenge—Conclusion#40

• Listening for Enjoyment, Pleasure, and Sociability—

Teacher-talk and Student-talk

• Songs
• Stories
• Plays
• Poems
• Jokes
• Anecdotes
• Interesting chat#40

• Comparison of the Locations #45
• Comparison of the Materials #46
• Comparison of the Advantages #47
• Comparison of the Disadvantages #48
• Comparison of Roles of the Teachers

• Prediction and Gist Task—First Listening
• Listen the Tape
• Give a Task—Get Information and Listen.
• Return the Tape—Detail Comprehension, and Language Analysis.
• Play again—If Students Want to do. #46

• Higher Level Process. #19
• Lower Level Process. #20
• The Comprehension Process.
• Information view
• Construct Meaning

• Types of Strategies.
• Metacognitive Strategy
• Cognitive Strategy
• Socioaffective Strategy
• Top-down Strategy

• Different Stages of Skills.
• Novice Stage
• Intermediate stage
• Advanced Stage
• Different Goals of Skill.
• Techniques for Global Listening
• Selective Listening
• Goals and Exercises

• Goals of Novice Stage
• Exercises of Novice Stage
• Goals of Intermediate Stage
• Exercises of Intermediate Stage
• Goals of Advanced Stage
• Exercises of Advanced Stage

Bottom-Up Processing

• Discriminate Intonation in Sentences
• Discriminate Phonemes
• Listen for Morphological Ending
• Recognize Syllable Patterns, Number of Syllables, and Word Stress
• Be Aware of Sentence Fillers in Informal Speech
• Select Details form the Text

Top-Down Processing

• Discriminate Emotional Reactions
• Get the Gist or Main Idea
• Recognize the Topic

Interactive Processing

• Formal or Informal by Speech Features
• Recognize a Familiar word and Relative Category
• Compare Information in Memory with information
• Compare information with experience

Bottom-Up Processing

• Differences Content and Function Words by Stress Pattern
• Find the Stressed Syllable
• Recognize Words with Reduced Vowels or Dropped Syllables
• Recognize Words as they are Linked in the Speech Steam
• Recognize Pertinent Details in the Speech Stream

Top-Down Processing

• Discriminate Register of Speech and Tones of Voice
• Listen to Identify the Speaker or the Topic
• Find Main Ideas and Supporting Details
• Make Inferences

Interactive Processing

• Use Word Stress to Understand the Speaker’s Intent
• Recognize Missing Grammar Markers in Colloquial Speech and Reconstruct the Message
• Use Context and Knowledge of the World to Build Listening Expectations; Listen to Confirm Expectations

Bottom-Up Processing

• Use Sentence Stress and Intonation to Identify Important Information
• Recognize Contractions, Reduced Forms, Differ From the Written Form
• Become Aware of Common Performance Slips that Must be Reinterpreted or Ignored

Bottom-Up Processing

• Become Aware of Organizational Cue in Lecture Text
• Become Aware of Lexical and Suprasegmental Markers for Definitions
• Identify Specific Points of Information

Top-Down Processing

• Use Knowledge to Predict the Content
• Use the Introduction to Predict its Focus and Direction
• Use the Transcript to Predict the Content of the next Section
• Find the Main Idea of Segment
• Recognize Concepts

Interactive Processing

• Use Knowledge of Phrases and Discourse Markers to Predict the Content in the next Segment of the Lecture
• Make Inferences about the Text

• Interview#52
• Re-order#53
• Telephone Message #55
• Completing the Task #56
• Sharing and Solving the problem #58
• Daily Spoken Drill #62
• The Sound of Music #64

• Predict the Interview
• Bring a Strangers into classroom (Native Speaker)
• Brief the students’ Level
• Guess and Write down Questions
• Ask Question and Make Notes
• Prompt students to ask Follow-up Question
• Write a Short Essay about person #51

• To say what may Happening in the picture.
• Do not Confirm and Deny their Prediction.
• Listen and Re-order for Correctness.

• Teacher should lead student listen again about some interest point. #51

• Asking students Take Short Messages.
• Compare each other to see they have written same thing.
• Listening again and Clear up any Problem.
• Also can taking message from speaking or other materials. #51

• Share Different Information.
• Gather and Share Detail information to Complete the Task.

• Interview each other
• Making Notes and Discuss information
• Complete the Form of Task. #51

• Help students Come up with Sentence Pattern.
• Share Personal Experience.
• Listen to Material and Look at Picture for prediction.#58
• Discussion and Think for Solving Problem.#58

• Check Language with teacher before moving on to use the results of their enquire in a making conversations activities.
• Encourage them to try to Try Out the Language.#60

Listening Extracts can be used for different purpose—LanguageSkills, Language Analysis,Language Production.#51

• What Orders certain Functions can occur within an exchange.
• Both Simplified and Authentic text.
• About Normal Lives of Everyday Spoken reality.

1) a request for service( line 1)

2) an acknowledgement of the request and a statement of

the price(line2-3)

3) the handing over of the goods(line4)

4) the giving of money and receiving the change(line5-6)

5) a closure of the encounter(line7-8) #51

• Pre-discussion→Worksheet#64→Instructions → Compare and Check answers→ Listen again→ Read the answer with song → Asking question about song→ Explanation→ Listen again

THANK YOU FOR ATTENTION

Q and A