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PRINCIPLES FOR DESIGNING LISTENING TECHNIQUES - Coggle Diagram
PRINCIPLES FOR DESIGNING LISTENING TECHNIQUES
In an interactive, four-skills curriculum, make aure that you don´t over-look the importance of techniques that specifically develop listening comprehension competence.
The certain of effective listening techniques requires studied attention to all the principles of listening already summarized in this chapter.
Use techniques that are intrinsically motivating.
(Schemate) is an important factor in listening, take into full account the experiences, goals, and abilities of your students as you design lessons. Also, remember that the cultural background(s) of your students can be both faciliting and interfering in the process of listening.
Utilize authentic language and contexts.
Authentic language and real-world tasks enable students to see the relevance of classroom activity to their long-term communicative goals.
Carefully consider the form of listeners´ responses
We can only infer that certain things have been comprehended through students´ overt (verbal or nonverbal) responses to speech. It is therefore important for teachers to design techniques in such a way that students´ responses indicate whether or not their comprehension has been correct.
Most foreign language students are simply not aware of how to listen. One of your jobs is to equip them with listening strategies that extended beyond the classroom. Draw their attention to the value of such strategies as
• Looking for key words
• Looking for nonverbal cues to meaning
• Predicating a speakers´ purpose by the context of the spoken discourse
• Associating information with one´s existing cognitive structure (activating background information)
• Guessing at meanings
• Seeking clarification
• Listening for the general gist.
• Various test-taking strategies for listening comprehension.
As you “teach learners how to learn” by helping them to develop their overall strategic competence.
Include both bottom-up and top-down listening techniques.
Speech-processing theory distinguishes between two types of processing in both listening and reading comprehension. Bottom-up processing proceeds from sound to words to grammatical relationship to lexical meanings, etc., to a final “message” Top-down processing is evoked from “ a bank of prior knowledge and global expectations”(Morley 1991: 87)
Include aural comprehension. These are principles are summarized below. Some of them, especially the first two, actually apply to any technique; the others are more germane to listening.
Listening techniques from beginning to advanced
Top-down
Interactive exercises
Interactive exercises
Bottom-up exercises
1) Discriminating between intonation contours in sentences (Listen to sequence of sentences patterns either rising or falling intonation.)
Top-down exercises
2) Recognize the topic.
(Listen to conversation and decide what the people are talking about
3) Built a semantic Network of word Associations
(Listen ti a word associate all the related words that come to mind)
FOR INTERMEDIATE LEVEL LISTENERS
Bottom-up exercises
1) Finding the stressed syllable
(Listen to words of two (or three) syllables. Mark them for word stress and predict the pronunciation of the unstressed syllable)
Top-down exercises
2) Finding main ideas and supporting details
(Listen to a short conversations between two friends. Find and write the name of the program and the channel. Decide which speaker watched which program)
Interactive exercises
2) Recognize missing grammar markers in colloquial speech
(Listen a series of short question in the auxiliary verb and subject ve been delated. Use grammatical knowledge to fill in the missing words)
FOR ADVANCES LEVEL LEARNERS
Bottom-up exercises
1) Become aware of lexical and suprasegmental markers for definitios
(Listen to short lectures segments that contain new terms and their definitions in text. Use knowledge of lexical and informatical cues to identify the definition on the word)
Top-down exercises
2) Find the main idea of a lecture segment
(Listen to a section of a lecture that describes a statistical trend, while you listen, look t the three graphs that show a change over time and select the graph that illustrates the lecture)
Interactive exercises
3) Use incoming details to determine the accuracy of predications about the content predications
(Listen to the introductory sentences to predict some of the main ideas you expect to hear in the lecture)