Bottom - Up Processing Goals and Exercise Types Beginning - Level Listeners
Bottom - Up Processing Goals and Exercise Types Beginning - Level Listeners
Bottom - Up Processing Goals and Exercise Types Beginning - Level Listeners
Discriminate
between intonation
contours in
sentences
Can't
Listen to sentences
with either
rising or falling
come to say
intonations.
good-bye?
Am I beautiful?
Would you like another
coffee?
Discriminate
between phonemes
Listen for
morphological
endings
walk
Bet
Occur
Build
walked
dealt
occured
built
Recognize number
of syllables, and
word stress
sentence
syllables
onomato
poeia
discrimin
ate
2
3
6
4
Be aware of
sentence fillers in
informal speech.
afilleris a sound or
word that is spoken in
conversation by one
participant to signal
to others that he/she
has paused to think
but
has
not
yet
finished speaking
Like
Umm/ Ah
I mean
You
know?
Like
I
said
Ok, so
Actually
that I am
Top Down
Processing Goals
and Exercise Types,
Beginning - Level
Listeners
Interactive
Processing Goals and
Exercise Types,
Beginning Level
Listeners
Use speech
features to decide if
a statement is
formal or informal
Formal
The girl whom I met in France was
interested in working in Canada.
The girl I met in France was
interested in working in Canada.
Informal
Relative clause without
the relative pronoun
whom
Formal Language is
more common when
we write.
Informal
Language
is
more common when we
speak.
Profile of the
Intermediate
Level Learner
Intermediate level
learners
Continue to use listening as an important
source of language input to increase their
vocabulary and structural understanding
They may have a little understanding of the
complexities of phonological rules that govern
fast speech: reductions, elisions, assimilation
They have moved beyond the
limits of words and phrases;
their memory can retain longer
phrases and sentences.
Intermediate level
learners
They can listen to short conversation or
narratives that are one or two paragraphs in
length.
They are ready to practice more discourse
level skills; predicting what will happen next
and explaining relations between events and
ideas.
Techniques for
Global Listening
Intermediate level
learners
It is no longer necessary to provide learners
with simplified codes and modified speech.
Learners need to hear authentic text with
reduce forms, fast speech features, false starts,
hesitations, errors, some non-standard dialects
and variety of different voices.
Intermediate level
learners
Porter and Roberts (1987) state that
authentic texts are those instances of
spoken language which were not initiated for
the purpose of teaching..not intended for
non-native learners.
Intermediate level
learners
Rogers and Medley (1988) use the term
authentic to refer to all the language
samples which reflect a naturalness of form
and an appropriateness of cultural and
situational context that would be found in the
language used by native speakers.
Techniques for
Selective
Listening
Intermediate level
learners
Students need a well-organized program of
selective listening to focus their attention on
the systematic features of the language
code.
Accuracy in discriminating grammatical
features is very important at this level.
Intermediate level
learners
Gilbert (1995) suggests that some
pronunciation training has an important
place in the listening class to draw
students conscious attention to the
features of natural speech.
Intermediate level
learners
Intermediate level is an appropriate time to
teach
explicitly
some
strategies
of
interactive listening: how to use ones
knowledge of formal grammar to check the
general meaning of speakers statement
and how to use ones background
knowledge to predict and direct the process
of comprehension.
Bottom Up
Processing Goals
and Exercise Types,
Intermediate
Level Listeners
Differentiate
between content
and function
words by stress
pattern.
I
am
a
proFESsional
phoTOgrapher whose MAIN
INterest is to TAKE SPEcial,
BLACK
and
WHITE
PHOtographs
that
exHIBit
ABstract MEANings in their
photoGRAPHic STRUCture.
Content
words
are
usually nouns, verbs,
adjectives,
and
sometimes
adverbs.
Those are the words that
help us form a picture in
our head; they give us the
contents of our story and
tell our listener where to
focus his or her attention.
Top Down
Processing Goals
and Exercise Types,
Intermediate Level
Listeners
Discriminate
between registers
of speech and
tones of voice
Listen to identify
the speaker or the
topic
Give me an appropriate
headline.
Listen to identify
the topic
Give me an appropriate
headline.
Make inferences
Interactive
Processing Goals
and Exercise Types,
Intermediate Level
Listeners
Recognize missing
grammar markers
in colloquial
speech and
reconstruct the
message
You, okay?
Got some extra?
Zit ok?
Profile of the
Advanced Learner
Advanced
learners
Cummins (1981) notes that truly proficient
bilinguals are able to use their second
language skills fully to acquire knowledge.
Advanced
learners
They have cognitive and academic language
proficiency (CALP).
They are listening in the language to learn
about the content of other areas.
They are more skilled at reading than they are
listening.
Advanced
learners
Rost (1994) suggests strategies for
learning from lectures, including formulating
questions to ask the lecturer, searching
lecture notes for logical relationships
Advanced
learners
Students may learn to comprehend spoken
discourse more easily if they can activate
their knowledge by completing the assigned
reading before the lecture (Mason 1994).
Bottom - Up
Processing Goals and
Exercise Types,
Advanced Level
Listeners
Become aware of
common performance
slips that must be
reinterpreted or
ignored
Top Down
Processing Goals
and Exercise Types,
Advanced Level
Listeners
Instructions
Interactive
Processing Goals and
Exercise Types,
Advanced Level
Listeners
Make inferences
about the text
Happy Birthday
Argel!!!