Upload
ruby-agustin
View
182
Download
11
Embed Size (px)
Citation preview
LISTENINGLISTENING AND AND SPEAKING: MAKING SPEAKING: MAKING THE CONNECTIONTHE CONNECTION
ByBy
Dr. Jack C RichardsDr. Jack C Richardswww.www.professorjackrichardsprofessorjackrichards.com.com
It is usually instantaneous. No chance to listen again.It is usually instantaneous. No chance to listen again.
Speech rates vary considerably. Speech rates vary considerably. -- Radio monologs: 160 wpmRadio monologs: 160 wpm-- Conversation: 210 wpmConversation: 210 wpm
Accents vary from native to nonAccents vary from native to non--native.native.
11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening
Spoken discourse usually unplanned. Often reflects Spoken discourse usually unplanned. Often reflects processes of construction, e.g. hesitations, fillers, processes of construction, e.g. hesitations, fillers, repeats.repeats.
Spoken discourse has a linear structure, compared to Spoken discourse has a linear structure, compared to a hierarchical structure for written discourse.a hierarchical structure for written discourse.
Spoken texts are often context dependent and Spoken texts are often context dependent and personal.personal.
11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening
Spoken discourse may contain many Spoken discourse may contain many colloquialisms.colloquialisms.
Spoken discourse characterized bySpoken discourse characterized byreduced forms, reduced forms, blendingsblendings..
Spoken English has a stressSpoken English has a stress--timedtimedrather than syllable timed rhythm.rather than syllable timed rhythm.
11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening
Large cars waste gasLarge cars waste gas
The weather in TThe weather in Tokyookyo is very humid in the summer.is very humid in the summer.
11. . Some characteristics of spoken language Some characteristics of spoken language which can affect listeningwhich can affect listening
22. . The role of listening in second and The role of listening in second and foreign language learningforeign language learning
Two different goals for teaching listening Two different goals for teaching listening ––
listening for comprehensionlistening for comprehensionand and
listening for language learninglistening for language learning
33. . Listening for comprehensionListening for comprehension
Assumes that the purpose for listening is to understand Assumes that the purpose for listening is to understand what was said, and not how it was said.what was said, and not how it was said.
Goals for listening from this perspective include:Goals for listening from this perspective include:
Recognizing and acting on the speakerRecognizing and acting on the speaker’’s intentionss intentions
Identifying information from a spoken textIdentifying information from a spoken text
33. . Listening skills that are important when Listening skills that are important when listening for comprehensionlistening for comprehension
Listening for detailsListening for details
Listening for gistListening for gist
Listening and making inferencesListening and making inferences
Listening selectivelyListening selectively
Making predictions before listeningMaking predictions before listening
bottombottom--up processingup processingand and
toptop--downdown processingprocessing
44. . Understanding the processes Understanding the processes involved in listening for involved in listening for comprehension:comprehension:
55. . BottomBottom--up processingup processing
Explains how the literal meaning of Explains how the literal meaning of messages is identifiedmessages is identified
Data drivenData driven
Sounds Sounds –– words words –– sentences sentences –– meaningmeaning
Meaning is extracted from the messageMeaning is extracted from the message
Goal is to identify topics andGoal is to identify topics and propositionspropositions
55. . BottomBottom--up processingup processing
The woman who sat next to me on the plane The woman who sat next to me on the plane on my flight from Hong Kong told me her on my flight from Hong Kong told me her whole life story.whole life story.
55. . Assumptions underlying Assumptions underlying bottombottom--up processingup processing
Sentences are composed of Sentences are composed of ““chunkschunks””or or ““constituentsconstituents””
Sentences are the packaging surrounding the Sentences are the packaging surrounding the propositionspropositions
Chunks are the building blocks of meaningChunks are the building blocks of meaning
Listener must recognize the correct chunks or Listener must recognize the correct chunks or constituents to arrive at appropriate meaningconstituents to arrive at appropriate meaning
Lexical and grammatical knowledge as well as Lexical and grammatical knowledge as well as phonological clues guide the listener to phonological clues guide the listener to appropriate constituentsappropriate constituents
Once meaning has been identified, the Once meaning has been identified, the ““packagingpackaging””is discardedis discarded
5.5. Assumptions underlying Assumptions underlying bottombottom--up processingup processing
6.6. Implications for teachingImplications for teaching
Recognizing key words is essentialRecognizing key words is essential
Accurate recognition is importantAccurate recognition is important
Knowledge of vocabulary and syntax is Knowledge of vocabulary and syntax is importantimportant
77. . TopTop--down processingdown processing
Explains how real world knowledge is used Explains how real world knowledge is used in listening comprehensionin listening comprehension
Concept or meaningConcept or meaning--drivendriven
From meaning to languageFrom meaning to language
Makes use of contextual knowledge, Makes use of contextual knowledge, schemas and scriptsschemas and scripts
88. . Contextual knowledgeContextual knowledge
The settingThe setting
The participantsThe participants
The goals of the participantsThe goals of the participants
The roles of the participantsThe roles of the participants
Procedures typically employedProcedures typically employed
Expected outcomesExpected outcomes
99. . Implications for teachingImplications for teaching
Word by word listening not neededWord by word listening not needed
Prediction and guessing key processesPrediction and guessing key processes
Message is sampled to confirm Message is sampled to confirm expectationsexpectations
The basis for normal comprehensionThe basis for normal comprehension
Employs schemas, scripts and discourse Employs schemas, scripts and discourse plansplans
PrePre--listeninglistening
Set context: Create motivationSet context: Create motivation
1100. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension
ListeningListening::
Extensive listening (followed by Extensive listening (followed by questions on context, attitude)questions on context, attitude)
PrePre--set task/Preset task/Pre--set questionsset questions
Intensive listeningIntensive listening
Checking answersChecking answers
1111. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension
PostPost--listeninglistening
Examining functional languageExamining functional language
Inferring vocabulary meaningInferring vocabulary meaning
1111. . Recommended lesson structure when Recommended lesson structure when teaching teaching listening for comprehensionlistening for comprehension
1122. . Listening for language learningListening for language learning
Based on the role of noticing in language Based on the role of noticing in language learninglearning
1133. . Assumptions about the noticing Assumptions about the noticing hypothesishypothesis
Key concepts: input, intake, restructuringKey concepts: input, intake, restructuring
New language will be acquired if it is first New language will be acquired if it is first noticed in the inputnoticed in the input
A bottomA bottom--up approach to listeningup approach to listening
Noticing facilitated by input at the Noticing facilitated by input at the appropriate level of difficultyappropriate level of difficulty
Identify differences between what they hear and a Identify differences between what they hear and a printed version of the textprinted version of the text
Complete a cloze version of the textComplete a cloze version of the text
Complete sentences stems taken from the textComplete sentences stems taken from the text
1144. . Noticing activities involve returning to Noticing activities involve returning to the listening texts that served as the the listening texts that served as the basis for comprehension activities and basis for comprehension activities and using them as the basis for language using them as the basis for language awarenessawareness
Examples of noticing activities:Examples of noticing activities:
Check off from a list expressions that occurred in the Check off from a list expressions that occurred in the texttext
Sorting a text from a jumbled version of itSorting a text from a jumbled version of it
Pair dictation (students have different parts of a text Pair dictation (students have different parts of a text and dictate the missing parts to partner)and dictate the missing parts to partner)
1144. . Noticing activities involve returning to Noticing activities involve returning to the listening texts that served as the the listening texts that served as the basis for comprehension activities and basis for comprehension activities and using them as the basis for language using them as the basis for language awarenessawareness
Examples of noticing activities:Examples of noticing activities:
Highlight features of spoken Highlight features of spoken interaction.interaction.Features are embedded in the Features are embedded in the dialogues.dialogues.TuneTune--In activities focus on In activities focus on recognition.recognition.FollowFollow--up activities provide oral up activities provide oral practice.practice.
15 Noticing activities in Tune15 Noticing activities in Tune--InIn
in the case of conversational texts, pair in the case of conversational texts, pair reading of the tape scriptsreading of the tape scripts
Written sentenceWritten sentence-- completioncompletion tasks tasks requiring use of expressions and other requiring use of expressions and other linguistic items that occurred in the textslinguistic items that occurred in the texts
1166. . Restructuring activities are oral or Restructuring activities are oral or written tasks that involve productive use written tasks that involve productive use of selected items from the listening textof selected items from the listening text
Examples of restructuring activities:Examples of restructuring activities:
17. 17. Restructuring activities are oral or Restructuring activities are oral or written tasks that involve productive use written tasks that involve productive use of selected items from the listening textof selected items from the listening text
Examples of restructuring activities:Examples of restructuring activities:
Dialog practice based on dialogs that Dialog practice based on dialogs that incorporate items from the textincorporate items from the text
Role plays in which students are required Role plays in which students are required to use key language from the textsto use key language from the texts
18. 18. TwoTwo-- part strategy recommended for part strategy recommended for teaching listening when there is a teaching listening when there is a connection between listening and connection between listening and speaking skills in a language course, speaking skills in a language course, involving both listening for involving both listening for comprehension and listening for comprehension and listening for language learninglanguage learning
Phase 1: listening as comprehensionPhase 1: listening as comprehension
Phase 2: listening as language learningPhase 2: listening as language learning
Thank youThank you
www.professorjackrichards.com