DEVELOPING
LISTENING
Alejandra Echague C.
2009
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
HOW CAN WE HELP?
I. COMPENSATING FOR THE
DIFFICULTIES
THE THREE
STAGES OF LISTENING
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
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.
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
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
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
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
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
TIPS TO DEVELOP LISTENING TASKS
1. 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)
TIPS TO DEVELOP LISTENING TASKS
5. If students are required to find the mistake,
first they need to be given two alternatives to
discriminate from
6. 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
LISTENING
LANGUAGE SKILL DEVELOPMENT
Alejandra Echague C.
2009
Descargar

Assessment - DEM SANTIAGO