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1、 TeachingListening Aims ThecharacteristicsofthelisteningprocessTheprinciplesofteachinglisteningThecommonactivitiesinteachinglistening Characteristicsofthelisteningprocessinreallife SpontaneityDonotrehearsewhattheyaregoingtosayaheadoftime ContextWeknowtherelationshipbetweenthelistenerandspeaker Visua
2、lcluesWecanseetheperson sfacialexpressions gesturesandotherbodylanguagewearelisteningtoandtheseclueshelpusunderstandandpredictwhatwehear Listener sresponseWecaninterruptthespeakersandaskforrepetitionorclarification Speaker sadjustmentThespeakercanadjustthewayofspeakingaccordingtothelistener sreactio
3、ns Whyislisteningsodifficultforstudents Internalfactors attentiveness motivation interestandknowledgeofthetopic Textualfactors Internalfactors attentiveness motivation interestandknowledgeofthetopic Differentspeakersproducethesamesoundsindifferentways Thelistenercannotcontrolthecontentorspeed Thelis
4、tenercannotlookbackatwhathehasheard Speechisnotusuallywellorganizedandmaycontainredundancy hesitation ungrammaticalutterancesandsuddenchangesoftopic Thelistener svocabularyislimited Thelistenersometimesfailstorecognizethesignals ordiscoursemarkersinspeech Thelistener sproblemsofinterpretationmightal
5、soresultfromhislackofculturalknowledgeofthetargetlanguage Backgroundnoisecanmakeitdifferenttohearclearly Thelistenermightbeunabletoconcentratewhenlistening Someestablishedlearninghabitscouldrenderlisteningdifficult Textualfactors TheorganizationofinformationThefamiliarityofthetopicTheexplicitnessand
6、sufficiencyoftheinformationThetypeofreferringexpressionsused Principlesofteachingandlearninglistening Listeningcomprehensionlessonsmusthavedefinitegoalsandthesegoalsshouldfitintotheoverallcurriculum Listeningcomprehensionlessonsshouldbeconstructedwithcarefulstep by stepplanning Studentsknowexactlywh
7、atthetaskisandaregivendirectionsastowhattolistenfor wheretolisten whentolistenandhowtolisten Listeningcomprehensionlessonstructureshoulddemandactivestudentparticipation involvingstudents oralorwrittenresponsetothelisteningmaterial Immediatefeedbackonperformancehelpskeepinterestandmotivationathighlev
8、els Listeningcomprehensionlessonsshouldprovideacommunicativeurgencyforrememberinginordertodevelopconcentration Thisisdonebygivingstudentsthewritingassignmentbeforetheylistentothematerial Listeningcomprehensionlessonsshouldstressconsciousmemorywork Oneofthegoalsoflisteningistostrengthenstudents immed
9、iaterecallinordertoincreasetheirmemoryspans Listeningcomprehensionlessonsshould teach not test andfocusonprocess Thepurposeofcheckingstudents answersshouldbeviewedonlyasfeedback asawayoflettingstudentsfindouthowtheydidandhowtheyareprogressing Listeningcomprehensionlessonsshouldfocusoncomprehendingme
10、aning Studieshaveshownthatpeopledonotremembertheexactformofthemessagetheyhear rather theyrememberthemeaning e g Tomsaidthatthecarhadbeenfixedandcouldbecollectedatfive Thecarisreadynow Listeningcomprehensionlessonsshouldcombinelisteningandspeakingskillstogether Techniquesforteachinglistening Five ste
11、pmodelfortheteachingoflisteningskills Harmer1983 Lead in Studentsandtheteacherpreparethemselvesforthetask familiarizethemselveswiththetopic createexpectations arousestudents interestinthesubjectmatterofthetext getstudentsinterested elicitessentialvocabulary encouragepredictions etc Theteacherdirects
12、comprehensiontasksandmakessurethatstudentsknowwhattheyaregoingtodo Studentslistenforinformationandperformthetask Theteacherdirectsfeedbackandmustseeiftasksareperformedandchecksanswers Theteacherdirectstext relatedtasks Asfollow uptasksandfortheintegrationofskills Listeningactivities Pre listeningWhi
13、le listeningPost listening Pre listening Thisstageistopreparethelearnersforwhattheyaregoingtohear justasweareusuallypreparesinreallife forexample weusuallyhaveexpectationsaboutthetopic andeventhelanguage Thepurposeistomotivatethestudentstobeactiveparticipantsinclassandtoprovokecommunicationatdiffere
14、ntlevels Thepossiblepre listeningactivities PredictingthecontentofwhattheyareabouttohearDiscussarelevantpictureDiscussrelevantexperiencesAssociateideaswiththetopicAssociatevocabularywiththetopicWritequestionsaboutthetopicSettingthesceneonwhatheknowsaboutthetopic whathehasinhand Listeningforthegist f
15、ocusonthemainideaorthetoneormoodofthewholepassage Listeningforspecificinformation focusonsomespecificdetailsandignoretherestoftheentiremessage While listening Thisstageistohelpthelearnersunderstandthetext Youshouldnotexpectthemtotrytounderstandeveryword Forexample youmayaskthemtolistenforthreepieces
16、ofinformationthefirsttimetheyheartherecording andtotellyouabouttheattitudeofthespeakersthesecondtimetheyhaveheardit Ingeneral youshouldhelpyourlearnersunderstandratherthantestingtheirunderstandingthewholetime Thepossiblewhile listeningactivities IdentifytheexacttopicNotetwotofourpiecesofinformationAnswerquestionsCompletesentencesCompleteatable maporpictureListenandtickListenandsequenceListenandactListenanddrawListenandfillListenandtakenotes Post listening Thisstageistohelpthelearnersconnectwhatt