英语教学法

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Teaching Listening

• Listening problems
  • Quickly forget what is heard.
  • Do not recognise words they know.
  • Understand the word but not the intended message.
  • Neglect the next part when thiking about the meaning.
  • Unable to form a mental representation from words heard.
  • Do not understand subsequent parts of input because of earlier problems.
• Characteristics of the listening process
  • Spontaneity
    • Without rehearsal,most of time we listen to speaaking spontaneously
  • Context
    • We know the relationship between the listener and the speaker.
  • Visual clues
    • Facial expressions,gestures and other body language as well as the surrounding environment.
  • Listener's response
    • In a conversation. We can interrupt the speakers and ask for repetition or clarification.
  • Speaker's adjustment
    • The speakers can adjust the way of speaking according to the listener's reactions.
• Principles and models for teaching listening
  • 2 major purposes
    • Social reasons.
    • Obtain and exchange information.
  • Focus on process
    • First they have to hear what is being said,then they have to pay attention,and construct a meaningful message in their mind by relating what they hear to what they already know.
  • Conbine listening with other skills
  • Focus on the comprehenson of meaning
  • Grade difficulty level appropriately
    • Type of language used.
    • Task of purpose in listening.
    • Context in which the listening occurs.
  • Principles for selecting and using listening activities
    • Creating non-threatening classroom atmosphere.
    • Pre-listening tasks must be used to stimulate the approriate background knowledge.
    • Content:interesitng and motivating +authentic/variety
    • To allow listeners to infer meaning from body language and related context clues.
    • Pre-tech key vocabulary in context;Provide the listening at the end if necessary.
    • Bottom-up model
      • Listening comprehension is believed to start with sound and meaning recognitions.
    • Top-down model
      • Listening for gist and making use of the contexual clues and background knowledge to construct meaning are emphasised.
    • Three teaching stages
      • Pre-listening
        • Predicting
        • Setting the scene
        • Listening for the gist
        • Listening for spcific information
        • Summary on pre-listening activities
      • While-listening
        • 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
        • Answersing questions
        • Note-taking and gap-filling
        • Dictogloss
        • Summary on post-listening acticities