teaching listening

英语教学法教程 unit9 teaching listening，有需要的同学，可以收藏一下哟，希望能帮到大家。

teaching listening

• why does listening seem so difficult
  • listener
    • 1:Quickly forget what is heard 2:Do not recognise words they know 3:Understand the words but not the intended message 4:Neglect the next part when thinking about meaning 5:Unable to form a mental representation from words heard 6:Do not understand subsequent parts of input because of earlier problems.
    • 1: the listener has little or no control over the speed of the input of spoken material;spoken material is often heard only once and in most cases, we cannot go back andlisten again as we can when we read; 2: the listener cannot pause to work out the meaning of the heard material as can be donewhen reading; 3: the listener sometimes has to deal simultaneously with another task while listening,such as formal note-taking, writing down directions or messages from telephonecalls, or operating while listening to instructions.
  • speaker
    • 1: different speakers produce the same sounds in different ways, e.g. different dialectsand accents, stresses, rhythms, intonations,mispronunciations. 2: speech is more likely to be distorted by the media which transmit sounds orbackground noise that can make it difficult to hear clearly
• what do we listen to in everyday life
  • telephone conversations about businessradio news in English lessons or lectures given in English conversations with foreigners instructions in English watching television in English watching movies in English shop assistants who sell goods to foreignersdeal with tourists interviews with foreign-enterprises international trade fairs socialise with foreigners negotiations with foreign businessesListening to English songs hotel and restaurant services
• charateristics of listening
  • spontaneity / context/ visual clues/ listener's response/ speaker's adjustment
• principles and models for teaching listening
  • principles
    • combine listening with other skills,like speaking. listening can be practiced with other skills
    • focus on the comprehension of meaning
      • many students are tested with their memory
    • grade difficulty level appropriately
  • models
    • bottom-up model
      • listening comprehension is believed to strat with sound and meaning recognitions
    • top-down model
      • listening for gist and make use of the contextual clues and backgound knowledge to construct meaning
• common activities in teaching listening
  • Three teaching stages
    • pre-listening
      • predicting,setting the sense,listening for the gist,listening for the specific information,summary on pre-listening activities
    • while - listening
      • Students actively pay attention to and process information
      • different kinds of tasks
        • no specific responses, listen and tick, listen and sequence, listen and act,
        • listen and draw, listen and fill, listen and take notes, summary on while-listening activities
    • post-listening
      • multiple-choice questions, answering questions, note-taking and gap filling, dictogloss, summary
      • dictogloss,summary on post listening activities