(完整版)《英语教学法》Unit-9-Teaching-Listening

Unit9

TeachingListeningTeachingAims:1.ListeningproblemsandEnglishsituations2.Thecharacteristicsofthelisteningprocess3.Theprinciplesandmodelsofteachinglistening4.ThecommonactivitiesinteachingEnglishgatherknowledgeandinformationfollowdirectionsparticipateindiscussioninterpretandanalyzeinformationformanopinionormakeajudgement

appreciateorenjoyclarifyideasshareideas,feelings,andinformationstatethemainidea/themeandidentifysupportingdetailsdeterminewhatisfactandwhatisopinionselectdescriptivevocabulary1.Somepurposesforlisteningareto:Whyteachlistening?(Harmer,1998:97-98)Letstudentsheardifferentvarietiesandaccentsratherthanjustthevoiceoftheteacher.Helpstudentstoacquirelanguagesubconsciouslyevenifteachersdonotdrawattentiontoitsspecialfeatures.Helpthemtobebetterlisteners.Learnerproblemsinlistening(Ur,1996:111-112)1.Troublewithsounds2.Havetounderstandeveryword3.Cannotunderstandfast,naturalnativespeech4.Needtohearthingsmorethanonce5.Finditdifficulttokeepup6.GettirediftoolongWhyislisteningoftenneglectedinlanguageteaching?1.Lackofteachingmaterials;2.Lackofequipment;3.Lackoftraininginhowtousetheequipment;4.Listeningisnotincludedonmanyimportanttests;5.Lackofreal-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish;6.Lessontendstotestratherthantrainstudents’listeningskills.Whatisspecialaboutlistening?---difficultiespresentedbythetext(Harmer,1998:98-99)1.Tapesdoatthesamespeedforeveryone.Listenerstoatapecannotflickbacktoapreviousparagraph.2.Listeningmaterialsincludedifferentdialectsandaccents,backgroundnoises,theuseofincompleteutterances,repetitions,hesitations,etc.2.The

Challenge

of

Teaching

Listening

Skillssuccessfullisteningskillsareacquiredovertimeandwithlotsofpractice.therearenorulesasingrammarteaching.ThekeyistoconvincethemthatnotunderstandingisOK.3.WhatisListening?1)Listeningisinteractive.

watchingacomedy,welaugh;listeningtoalecture,weprocessandevaluatetheinformationitcontains;engaginginconversation,wereply.2)Themosteffectivelisteningisactive.3)Listeningiscloselyrelatedtotheotherskills,particularlyspeaking.4)Listeninginvolvesapurpose.Characteristicsofthelisteningprocess(P139)SpontaneityContextVisualcluesListener’sresponseSpeaker’sadjustmentFactorsinfluencinglisteningcomprehension:(王笃勤,2002:115)1.Automatizationofphonetic-decoding2.Lackofvocabulary3.Unfamiliaridiomsandphrases4.Typesoflisteningmaterials5.Authenticityoflisteningmaterials6.Listeningskills7.Interestsofthelearners8.Backgroundknowledge9.ListeningstrategiesWhatkindoflisteningshouldstudentsdo?(Harmer,1998:98)Authenticvs.artificialbutrealisticFactorsconsidering:1)thestudentlevel(beginning,intermediate,advanced)2)theinterestofthematerial(comprehensibility,length)3)thekindsoftasksPrinciplesforteachinglistening1.Focusonprocess2.Combinelisteningwithotherskills3.Focusonthecomprehensionofmeaning4.Gradedifficultylevelappropriately1)typeoflanguageused2)taskorpurposeinlistening3)contextinwhichthelisteningoccursTask5(p.140)PrinciplesofteachinglisteningActivationoftheActiveProcessGoal-orientedComprehension-orientedAnIntegrationofListeningandSpeakingPrinciples(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Theactivitiesmusthaveareal,communicativepurpose.Theactivitiesmustuseauthenticlanguagenormallyusedineverydaylife.Pre-reading-tasksmustbeusedtostimulatetheappropriatebackgroundknowledge&helpSsidentifythepurposeofthelisteningactivity.Thecontentispersonallyinterestingandmotivating.Thespeakermustbevisiblewheneverpossible.Theactivitiesmustoffermanyenvironmentalcluestomeaning.Thewholetextshouldbegiven,andthendividedintopartsthatcanberepeated.Principles(shortenedform)forselectingandusingactivities(Oxford1993:210)(p141)Attheend,thetextshouldbegivenagain,andtheSsshouldhavetheopportunitytodiscusstheirhypothesesandsoon.Theactivitiesmustrequirelistenerstorespondinsomemeaningfulfashion.Theactivitiesmustbefashionedforlistenerswithnormalknowledgetobeabletounderstandthetopic.Thetextmustbetypicalforitsownspeechtype.Theclassroomclimatemustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifany.Principlesbehindtheteachingoflistening(Harmer,1998:99-100)1.Thetaperecorderisjustasimportantasthetape2.Preparationisvital3.Oncewillnotbeenough4.Studentsshouldbeencouragedtorespondtothecontentofalistening,notjusttothelanguage5.Differentlisteningstagesdemanddifferentlisteningtasks6.Goodteachersexploitlisteningtextstothefull4.TheNatureoftheListeningProcessandtheListeningClasstop-downandbottom-upprocessingoperatesimultaneouslyinthelisteningprocess(Anderson&Lynch,1988;)----Interactivemodelphrasesclausessentencestopbottomparagraphswordssounda.

Thebottom-upprocesslisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetextsphonemicunitsaredecodedandlinkedtogethertoformwords,wordsarelinkedtogethertoformphrases,phrasesarelinkedtogethertoformutterances,andutterancesarelinkedtogethertoformcompletemeaningfultextsb.Thetop-downprocessthelisteneractivelyconstructstheoriginalmeaningofthespeakerusingincomingsoundsasclues.thelistenerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtakesplacetomakesenseofwhatheorshehears5.ListeningStrategiesListeningstrategiesaretechniquesoractivitiesthatcontributedirectlytothecomprehensionandrecalloflisteninginput.Top-downstrategies

arelistenerbased;thelistenertapsintobackgroundknowledgeofthetopic,thesituationorcontext,thetypeoftext,andthelanguage.listeningforthemainideapredictingdrawinginferencessummarizingBottom-upstrategies

aretextbased;thelistenerreliesonthelanguageinthemessage,thatis,thecombinationofsounds,words,andgrammarthatcreatesmeaning.Bottom-upstrategiesincludelisteningforspecificdetailsrecognizingcognatesrecognizingword-orderpatterns

SomeotherlisteningstrategiesIdentifythepurposeforlistening.Maintaineyecontactwiththespeaker.Observeandinterpretnon-verbalcluessuchastoneofvoice,gesturesandfacialexpressions.Payattentiontoaudio-visualaidssuchasfilmstrips,cassettes,mapsandcharts.Focusonkeywordsorphrases.TuneoutothersoundsandnoiseRelatetheinformationcurrentlybeinggiventowhatyouknowfromearlierlearning.6.ClassroomModelofTeachingListeningPre-listeningactivitiesWhile-listeningactivitiesAfter-listeningactivitiesPre-listening:SettingtheStageTosparkinterestandmotivatestudentstoattendtothespokenmessage:

Toactivateorbuildstudents'priortopicalandlinguisticknowledge:

Tosetpurposesforlistening:While-Listening:InterpretingSpeechandConstructingMeaning

Tofosterstudents'comprehensionofthespeaker'slanguageandideas:Tofocusstudents'attentiononsuchthingsasthespeaker'sorganizationalpatterns:

Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage:Post-listening:Responding,Reflecting,andReconstructingUnderstandingToexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussionToinviteandencouragestudentreflectionandresponse:ToclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevelslisteningClassClassroomModelofListeningPre-listeningactivitiesWhile-listeningactivitiesPost-listeningactivitiesIntroductionTitleguessingQuestionsDiscussionsKeywordsVisualaidsSyntacticproblemsDiscourseproblemsSocialproblemsCulturalproblemsListeningStrategiesWritingorreadingactivitiesComprehensioncheck-upOralreproductionWrittenreproductionOutsidelisteningTestinglisteningClassTechniquesforTeachingListeningActivitiesforPre-ListeningStageActivitiesforWhile-ListeningStage

ActivitiesforPost-ListeningStagePredictActivatetopic-relatedwordsSettheframeTelltrueorfalseListenforagistListenandtickListenandfillListenandsequenceListenandlocateListenandrepeatAnswermultiple-choicequestionsAnswerclosed-endedoropen-endedquestionsDictationNote-takingandgap-fillingAnswerope