New Generation Language Standards (Interpretative-Listening) & 21st Century Technology When: January 18, 2012 Time: 4:30-7:30 p.m. Where: ESC Room 224.
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New Generation Language Standards (Interpretative-Listening)
& 21st Century Technology When: January 18, 2012 Time:
4:30-7:30 p.m. Where: ESC Room 224
Slide 3
Interpretive Listening Standard: The student will be able to
understand and interpret information, concepts, and ideas orally
from a variety of culturally authentic sources on a variety of
topics in the target language.
Slide 4
Remember: According to research in Second Language Acquisition;
Language learning takes place in stages. Interpretive skills
(listening, reading) develop much more quickly than expressive
skills (speaking, writing) Question: How much opportunity is there
for interpretive listening in your classroom?
Slide 5
Listening is the language modality that is used most
frequently. It has been estimated that adults spend almost half
their communication time listening. Listening and Speaking go hand
in hand! Often, however, language learners do not recognize the
level of effort that goes into developing listening ability.
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Two-Way Communication In authentic two-way communication, the
listener focuses on the speaker's meaning rather than the speaker's
language. The focus shifts to language only when meaning is not
clear. Note the difference between the teacher as teacher and the
teacher as authentic listener in the dialogues that follow
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Authentic two-way communication Teacher as Teacher T: Hello,
Sam! We missed you in class yesterday. What happened? S: I go to
doctor for my tooth. T: Oh, you WENT to the DENTIST? A doctor for
teeth is called a dentist. S: Yes, dentist. T: What happened at the
dentist? S: He have to take out tooth. After my mouse hurt too bad.
T: Oh, he HAD to take out your tooth? Remember, the past of "have"
is "had." And it wasn't your mouse that hurt, it was your mouth. Is
this how we communicate in the real world? How would a student feel
after having this conversation?
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Authentic two-way communication Teacher as Authentic Listener
T: Hello, Sam! We missed you in class yesterday. What happened? S:
I go to doctor for my tooth. T: For your tooth? Did you have a
problem with your teeth? S: Yes, the doctor have to take out tooth.
After my mouse hurt too bad. T: Your mouse... oh, your mouth hurt.
Does it hurt now? Will you be okay in class today? S: No, not hurt
now. Well, maybe a little. T: Okay, well, if it hurts too much and
you need to leave, just tell me.
Slide 9
Goals for Interpretive listening: We want to produce students
who can fend for themselves in communication situations, even if
they do not have complete control of the grammar.
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What Real Life Situations Might a student find themselves
in?
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Focus: The Listening Process To accomplish this goal,
instructors focus on the process of listening rather than on its
product.
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Best Practices in Teaching Listening: Teachers develop
students' awareness of the listening process and listening
strategies by asking students to think and talk about how they
listen in their native language. They allow students to practice
the full repertoire of listening strategies by using authentic
listening tasks. They behave as authentic listeners by responding
to student communication as a listener rather than as a teacher.
When working with listening tasks in class, they show students the
strategies that will work best for the listening purpose and the
type of text. They explain how and why students should use the
strategies. They have students practice listening strategies in
class and ask them to practice outside of class in their listening
assignments. They encourage students to be conscious of what
they're doing while they complete listening tape assignments. They
encourage students to evaluate their comprehension and their
strategy use immediately after completing an assignment. They build
comprehension checks into in-class and out-of-class listening
assignments, and periodically review how and when to use particular
strategies. They encourage the development of listening skills and
the use of listening strategies by using the target language to
conduct classroom business: making announcements, assigning
homework, describing the content and format of tests.
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Listening for Meaning To extract meaning from a listening text,
students need to follow four basic steps:
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Step 1-What is the Purpose? Figure out the purpose for
listening. Activate background knowledge of the topic in order to
predict or anticipate content and identify appropriate listening
strategies.
http://www.youtube.com/watch?v=E6fcjum_8-U&feature=player_detailpage
Slide 15
Importance of Background Knowledge
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Step 2: Selective Attend to the parts of the listening input
that are relevant to the identified purpose and ignore the rest.
This selectivity enables students to focus on specific items in the
input and reduces the amount of information they have to hold in
short- term memory in order to recognize it. Example: listening to
see what to wear tomorrow versus listening for weather in specific
location for sightseeing purposes
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Step 3: Select top-down and bottom-up strategies that are
appropriate to the listening task Select Strategy Top-down
strategies Bottom-up strategies Top-down strategies are listener
based; the listener taps into background knowledge of the topic,
the situation or context, the type of text, and the language. This
background knowledge activates a set of expectations that help the
listener to interpret what is heard and anticipate what will come
next. Top- down strategies include listening for the main idea
predicting drawing inferences summarizing Bottom-up strategies are
text based; the listener relies on the language in the message,
that is, the combination of sounds, words, and grammar that creates
meaning. Bottom-up strategies include listening for specific
details recognizing cognates recognizing word-order patterns
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Step 4: Comprehension Checks Check comprehension while
listening and when the listening task is over. Monitoring
comprehension helps students detect inconsistencies and
comprehension failures, directing them to use alternate strategies
if necessary.
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Lets Plan a Listening activity about weather Novice Mid:
Demonstrate understanding of simple information supported by
visuals through a variety of media. Novice High: Demonstrate
understanding of key points on familiar topics presented through a
variety of media. Intermediate Low: Identify key points and
essential details on familiar topics presented in a variety of
media. Intermediate Mid: Identify essential information and
supporting details on familiar topics presented through a variety
of media. Intermediate High: Confirm understanding of the message
and purpose of a variety of authentic sources found in the target
culture such as TV, radio, podcasts, and videos. Advanced Low:
Demonstrate understanding of information obtained from authentic
sources such as TV, radio, interviews, podcasts, and videos in
order to function for personal needs within the target
culture.
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Step 1: Activate Background Knowledge/Purpose May include:
looking at pictures, maps, diagrams, or graphs Watching something
similar in native language reviewing vocabulary or grammatical
structures reading something relevant constructing graphic
organizers predicting the content of the listening text going over
the directions or instructions for the activity doing guided
practice
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Step 2: Selective Listening Sample while-listening activities
listening with visuals filling in graphs and charts following a
route on a map checking off items in a list listening for the gist
searching for specific clues to meaning completing cloze (fill-in)
exercises distinguishing between formal and informal registers
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Step 3: Strategies
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Step 4: Comprehension Checks In order to provide authentic
assessment of students' listening proficiency, a post-listening
activity must reflect the real-life uses to which students might
put information they have gained through listening. It must have a
purpose other than assessment It must require students to
demonstrate their level of listening comprehension by completing
some task.
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Authentic Materials
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Brainstorm Ideas for Authentic Listening Experiences What could
you use and for what purpose?
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Web 2.0 and Listening Activities Spanish Proficiency Exercises
Spanish Proficiency Exercises is a compilation of brief video clips
in which native speakers of Spanish from various locations
throughout Latin America and Spain demonstrate various language
tasks. Estudio.net -
http://www.esaudio.net/recordings/http://www.esaudio.net/recordings/
Merlot World Languages Portal:
http://worldlanguages.merlot.org/http://worldlanguages.merlot.org/
http://langmedia.fivecolleges.edu/lm_collection.html Youtube!!!
www.youtube.com Example: MacDonalds Commercial Spanish, French,
Germanwww.youtube.comSpanishFrench German Google in target language
(Ex. Trailers, ads)Trailers Music!
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Resources National Capital Language Resource Center (NCLRC).
(n.d.). The essentials of language teaching. Retrieved January 18,
2012 from http://nclrc.org/essentials.