《听力及阅读相关语言学理论、二者关系及教学启示》由会员分享，可在线阅读，更多相关《听力及阅读相关语言学理论、二者关系及教学启示（34页珍藏版）》请在金锄头文库上搜索。
1、Listening & Speaking,1st Class,Four language skills,Listening Speaking Reading Writing,listening,speaking,reading,writing,receptive,productive,input,output,Spoken discourse,written discourse,Listening and Reading,These two skills have something in common because they belong to a sort of problem-solv
2、ing activity on the basis of forming hypotheses, drawing the inferences, and clarifying ambiguities ands uncertainties in the input.,similarities,The aims of these two skills are similar. They generate the intended image from the input and to react appropriately. But we must know that the input here
3、 and the reactions of these two skills are different.,differences,The basic unit of written discourse is the sentence while the spoken discourse has the clause as its basic unit. In most written materials the author should strictly abide by the rules of grammar, whereas there are more ungrammatical
4、forms in speech than in written discourse.,The author should follow a logical sequence and display well-planned thoughts in written discourse, while spoken discourse is full of pauses, hesitations, false starts, and corrections, as well as fillers and even silent pauses.,In conversations, the two pa
5、rties can negotiate the meanings with each other, during which many things are left unsaid because they share common knowledge. But readers of a written discourse do not have any opportunity to negotiate the meanings with the author directly, this requires readers to have more information in order t
6、o understand the message well. The conversation may not have a definite topic, but there is always a definite topic for a well-written discourse.,Listening and Speaking,Oral communication is a two-way process between a speaker and a listener. Misunderstanding or poor understanding in listening may l
7、ead to breakdowns in communication. Speaker and listener are constantly changing roles in conversations. Speaking involves responding to what has been heard. Our ability to understand is more extensive than our ability to speak.,Nature of listening,Listening is important to the development of spoken
8、 language proficiency. Spoken language provides a means of interaction for the learner. Because learners must interact to achieve understanding, access to speakers of the language is essential. Moreover, learners failure to understand the language they hear is an impetus, not an obstacle, to interac
9、tion and learning.,Authentic spoken language presents a challenge for the learner to attempt to understand language as native speakers actually use it. Listening exercises provide teachers with the means for drawing learners attention to new forms (vocabulary, grammar, new interaction patterns) in t
10、he language.,Top-down & bottom-up processing,The bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units to complete texts.,Phonemic units,words,phrases,utterances,texts,The top-down view suggests th
11、at the listener actively constructs (or, more accurately, reconstructs) the original meaning of the speaker using incoming sounds as clues. In this reconstruction process, the listener uses prior knowledge of the context and situation within which the listening takes place to make sense of what he o
12、r she hears.,Schema theory,Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences.,Student A: when I listen to English, what worries me most is my limited vocabulary. If I come across a new word, I stop to think
13、 about its meaning and so miss the next part of the speech. Student B: sometimes, even though I know every word, I can still not get the meaning. It seems that if I want to improve my listening ability, language is not the only enemy I have to fight against. Student C: listening causes me a lot of h
14、eadaches. And it becomes especially difficult when the topics are unfamiliar to me.,Two types of listening,Intensive listening & extensive listening Intensive listening refers to the approach which requires learners to listen to some materials very attentively, carefully and thoroughly, and repeatly
15、 with an aim of complete comprehension of materials and exact recognition of nearly all sounds, words, and sentences, etc.,Extensive listening is a widely used technique in teaching and learning a FL. Some people call it an enjoyable method of cultivating listening skills.,Implications for teaching
16、listening,Creating reasons for listening Selecting texts for listening Designing listening activities Building confidence in listening to English,5 general reasons for listening,To engage in social rituals To exchange information To exert control To share feelings To enjoy yourself,6 major situations for non-participatory listening,Listening to live conversations in which one takes no part and where the purpose is curious eavesdropping; Listening to announcements, news items, a
