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CHAPTER 3: LISTENING - Coggle Diagram
CHAPTER 3: LISTENING
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Listening process
Bottom-up process
These are the process the listener uses to assemble the message piece-by-piece from the speech stream, going from the parts to the whole.
Top-down processes
The listener uses what they know of the context of the communication to predict what the message will contain, and uses parts of the message to confirm, correct or add to this. The key process here is inferencing. Derived from these process, three speech phenomena make this particularly difficult for language learners.
Reduced forms (Contractions, weak forms and chunks).
Fifty-one high frequency function words in English contain weak forms.
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Resyllabyfication.
Ex: Went–in / Wen–tin, Made-out / May-dout, Help-it / Hel-pit.
Supporting listening
We can assist our learners by providing them with support when they do an activity, this support acts as a temporary bridge which learners use to reach the target. Over time, learners internalize the expertise required to meet the target independently and the bridge can be removed.
Providing prior experience
This can be done by rehearsing the text beforehand, using a simple version first, repeating the listening, using language or ideas already within learner’s experience while increasing the skill demands of a task, and pre-teaching items.
Providing guidance during listening
Learners can be guided through the text by using completion activities, the main points are provided and the learners must put them in the correct order.
Working in groups to support listening
Learners can treat listening as a kind of group work where they are able to negotiate with the person providing the input. Learners can in pairs to take notes.
Information transfer
Another group of activities involving a small amount of written language is given the name information transfer, learners reproduce the message they hear in a new form. There are good reasons for using information transfer activities to encourage meaning-focused listening and to support listening.
Second, when used with listening, information transfer focuses learner’s attention on listening, the principle here is that when the focus is on listening skills, the activity should not require learners to simultaneously read and/or write extensively.
Third, these activities can easily be used to draw attention to important and generalizable text structures and information. This approach trains learners to listen strategically for important information.
Fourth, information transfer encourages deep processing of input, information transfer requires learners to transform the input in some way, and this typically requires more mental effort than copying or responding to comprehension questions.
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Models of listening
Listening is the natural precursor to speaking; the early stages of language development in a person’s first language (and in naturalistic acquisition of other languages) are dependent of listening.
This emphasis on listening was related to a corresponding drop in the importance given to speaking in the early stages of learning, several writers saying that speaking early in a course should be actively discouraged. One of the strongest arguments for emphasising listening and delaying speaking is based on a particular view of what it means to learn language.
More recent models view listening as a much more active and interpretive process in which the message is not fixed but is created in the interactional space between participants.
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Strategies
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Learning strategies – Strategies for noticing language forms in the input in their independent listening.
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