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TEACHING OF LISTENING, Understanding Spoken Discourse - Coggle Diagram

- - - - Planning
        
        Specific
        Listening Task
        
        Preview main ideas before listening.
        
        Rehearse language (e.g., pronunciation) necessary for the task.
        
        Decide in advance which aspects of the text to concentrate on.
        
        General Listening Development
        
        Identify learning objectives for listening development.
        
        Determine ways to achieve these objectives.
        
        Set realistic short-term and long-term goals.
        
        Seek opportunities for listening practice.
      - Monitoring
        
        General Listening Development
        
        Consider progress against a set of predetermined criteria.
        
        Determine how close it is to achieving short-term or long-term goals.
        
        Check and see if the same mistakes are still being made.
        
        Specific Listening Task
        
        Check understanding during listening.
        
        Check the appropriateness and the accuracy of what is understood and compare it with new information.
        
        Identify the source of difficulty
      - Evaluating
        
        Specific Listening Task
        
        Check the appropriateness and the accuracy of what has been understood.
        
        Determine the effectiveness of strategies used in the task.
        
        Assess overall comprehension of the text.
        
        General Listening Development
        
        Assess listening progress against a set of predetermined criteria.
        
        Assess the effectiveness of learning and practice strategies.
        
        Assess the appropriateness of learning goals and objectives set.
- - - - EFL learners recognize familiar words and phrases. This
        recognition is influenced by vocabulary knowledge, context, and familiarity with English speech patterns.
    - - EFL students start by perceiving individual sounds (phonemes) of the language. Phonetics
    - - This process involves recognizing grammatical structures, understanding word order, and identifying relationships between words. (syntax)
    - - EFL learners extract meaning from individual words and phrases, considering their literal
        and figurative meanings, connotations, and implied information.
- - - - The process begins with the activation of prior knowledge, expectations, and the overall context.
        This includes information about the topic, the situation, and the purpose of the communication.
    - - Based on the context, the brain generates hypotheses about what the incoming sensory information
        might be. These hypotheses guide the interpretation of individual elements.
    - - The incoming sensory input, such as words in a sentence, is interpreted based on the hypotheses generated
        from the context. The brain seeks to match the input with the most likely meaning given the context.
  - - - Use keywords to construct the schema of a discourse
      - Infer the setting for a text
      - Infer the role of the participants and their goals
      - Infer causes or effects
      - Infer unstated details of a situation
      - Anticipate questions related to the topic or situation