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Speaking English Does Not Necessarily Mean Understanding English Hanadi Mirza firstname.lastname@example.org 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.
Speaking English Does Not Necessarily Mean Understanding EnglishHanadi Mirzahanadym@hotmail.comwww.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
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
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
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
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
Importance of Awareness in Learning Listening In L2 Class Cognition versus Metacognition
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)
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
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
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)
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
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
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)
Forest • Effect of Visualization • Result of Conceptualization • Draw OR Write about Your Forest
THANK YOU FOR BEING GOOD LISTENERS Hanadi Mirzahanadym@hotmail.comwww.atel-lb.org