Tesol2007 Listening Pp

8/13/2019 Tesol2007 Listening Pp

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Creating Listening ActivitiesThat WorkRandall Davis

Presented atCarolina TESOL Conference

and the InternationalTESOL Annual ConventionMarch & April 2!

Presentation "andouthttp#$$%%%esl'la(co)$handouts


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Purpose

Highlight factors that affectcomprehensibility for ESL students

Discuss keys to teaching listening

Demonstrate classroom activities thatteach listening and encourage morestudent engagement in the learningprocess

Presentation Handouthttp://www.esl-lab.com/handouts


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*eneral Concepts

Listening and speaking are reciprocalsskills

Testin+listening is not teachin+it

!ust because you can"t remembersomething doesn"t mean you didn"tunderstand it at the time you heard it

Presentation Handouthttp://www.esl-lab.com/handouts


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Co)prehensi(ilit, -actors ./0

#ate of speed $learner isa %limited processor%&

'ocabulary( idiomatic

e)pressions( andgrammatical structures

Ambient noiseAcoustic blur $*ord

reductions due tounstressed syllables&

+eep your noseclean

Have your nosein a book

+eep your noseto the

grindstone

+eep your noseout ofsomething

Thumb your noseat

,ay through the nose

-ollo* your nose

Stick your nosein

something

.e on the nose

Have a nosefor something


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Acoustic 1lur

!eet yet/

No, Joo?


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Co)prehensi(ilit, -actors .20

Lack of background schemata orkno*ledge

-amiliarity *ith topic helpslearner dra* on that kno*ledge0

ho*ever( it can distort perceptions(leading to misinterpretation


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Lack of cultural understanding111 I saw Bigoot last night rummaging through

m! garbage. Here"s the u##! picture I too$

o him as he was running awa!.,aralinguistic utterances( feedback

signals( and false starts Limited e)posure to deconte)tuali2ed

speech $unpredictability factor&Amount of redundancy( number of

pronoun referents


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3o visual or multisensory support

#ichness of environmentalcues $images( sounds( smells(tone of voice& play key roles in

deciphering the message


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Test items sometimes distort ande)aggerate the amount of informationthat even native speakers couldprocess

%hat is the man"s name and . . . i one trainis heading east at &' miles an hour andanother one westbound with onl! () lbs opressure in the bac$ let tire, what is theprobabilit! that blah blah blah blah blah?


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4 don"t understand Sorry The number

is 567189 What are you trying

to say about ::::/ 4 didn"t catch that

last point about :: So( *hat you"re

saying is that :::: 4n other *ords( ::: Let"s see if 4 got that

straight ;ou saidthat :::::


4nability to clarify(restate( and usecircumlocution to

indicate a needfor a modifiedversion of theutterance

*i+e up, pretend,or as$ or clariication


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6e,s to Teachin+ Listenin+ ./0

Create tasks $and use live speakers& thatappro)imate real1life situations

,rogress from semi1authentic speech togenuine authentic speech

Don"t use tasks that result in cognitiveoverload

Design tasks that are success1oriented .uild upon learners" background

kno*ledgeAllo* time for collaborative listening and

discussion to clarify and restate ideas


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,rogress from finding the gist of theconversation( to main ideas( to critical1thinking skills *here students constructmeaning on their o*n

Hypothesizing

DiscussingCause -EffectRelationshipsComparing -

Contrasting

Dispelling IllogicalReasoning

Clarifying

Inferring

6e,s to Teachin+ Listenin+ .20


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6e,s to Teachin+ Listenin+ .0Di+ital 7oice 8ournals ' Sana9o Media Assistant

Handles all masaves files in variousformats including =,9 and *ma

esigned speciicall! orlanguage learning. ommercial

stand-alone or lab product.


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Giving Appropriate Feedback

?b


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,re1listening activity

to stimulate

background

kno*ledge

4diomatice)pressions to

improve

comprehension and

fluency

,ost1Listening

e)ercises to

improve problem1

solving skills


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Sa)ple Lesson# Datin+ & Marria+e

'ocabulary E)ercise escripti+e decti+es rammar -ocus decti+e clauses and

modals o ad+ice, past obligation, andspeculation

Asking uestions *i+ing eedbac$ ,re1Listening Task 0el!ing on students"

bac$ground $nowledge Listening Task hec$ing main ideas and

ma$ing conclusions based on scriptedcon+ersations

,ost1Listening 1a$ing predictions anddispelling allacies


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7oca(ular, 1uildin+

?b


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Pre'Listenin+ Tas9

;ou hear a car honking in thedrive*ay Who might it be/

math tutor date

F Watch 'ideoG 1 Who is it/
http://f/drive512/work/presentations/tesol2006/firstdate-question.dim


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Modals of Speculation

?b has to > could >may > might

- It must be her date.- gu! might be there to

pic$ her up.- 2he car could be at the

wrong house.

Couldn"t > can"t > might

not- It couldn"t be her mother.- It can"t be good.


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Modals of Necessity / Advice

?b advice( the

appropriateness ofeach according toconte)t( and applythem in aconversation

F Watch 'ideoG 1 eorge

Have to > need to- 3ou ha+e to step in and

sa! something.- 3ou need to accept the

situation. =ust > had better >

should > ought to >could > might

1 3ou"d better ollow her in!our car.

- 3ou could in+ite the gu! inand get to $now him.
http://f/drive512/work/presentations/tesol2006/firstdate-int.dimhttp://f/drive512/work/presentations/tesol2006/firstdate-int.dim


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Possible QuestionsDiscrete ,oint

Where are you going/ Ho* old is that guy/ What"s his name/

Where did you meet him/ What time *ill you be home/ Does he have an earring in his nose/ Can 4 follo* you in my car/

Do you need a chaperon/ ;ou"re not going to marry that guy( are you/ Would you rather stay home and play

Scrabble/


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Possible QuestionsCritical1Thinking

What do you like most about the guy and*hy/ 111 reasons

4f 4 don"t let her go out *ith the guy( *hat

*ill she do/ 111 cause and effect > condition What happened to your last boyfriend(#onald/ Ho* is date( Dirk( different fromthe last guy/ 111 compare and contrast

4f you could plan the ideal date( *here*ould you go and *hat *ould you do/ 111hypothesi2e


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Su))ar,

Create engaging activities that teachlistening(not

Documents

Tesol2007 Listening Pp