THEORIES & PRACTICE of TEFL Director: Professor Mavis Shang Name & ID: Xavier, Wu 9610008M Name & ID: Roger, Yu 9610009M Date: 10/18/2007 Dept. of Applied.

THEORIES THEORIES && PRACTICE of TEFLPRACTICE of TEFL

Director:Director: Professor Mavis ShangProfessor Mavis Shang

Name & ID:Name & ID: Xavier, Wu 9610008MXavier, Wu 9610008M

Name & ID:Name & ID: Roger, Yu 9610009MRoger, Yu 9610009M

Date:Date: 10/18/200710/18/2007

Dept. of Applied English of I.S.U.Dept. of Applied English of I.S.U.

LISTEN UP!LISTEN UP!

Aural Aural Comprehension Comprehension

InstructionInstruction Introduction Introduction Aspects of listening in L.T. & L.L. Aspects of listening in L.T. & L.L. Principles of listening in L.T. & Principles of listening in L.T. &

L.L.L.L. Extensive & Intensive ListeningExtensive & Intensive Listening Skills and StrategiesSkills and Strategies Listening Lesson SequencesListening Lesson Sequences Time of Time of QQ AND AND AA

IntroductionIntroduction – –The Importance of ListeningThe Importance of Listening

A Fundamental SkillA Fundamental Skill A Vehicle for Teaching of Grammatical A Vehicle for Teaching of Grammatical

Structure and VocabularyStructure and Vocabulary The More Opportunities of Using The More Opportunities of Using The Best Way for Language InputThe Best Way for Language Input Establish on Different StagesEstablish on Different Stages Extend Learners’ Vocabulary Extend Learners’ Vocabulary

Aspects of Listening Aspects of Listening in L.T. in L.T. && L.L. L.L. (1)(1)

Four Models of ListeningFour Models of Listening——

Role and PurposeRole and Purpose Listening and RepeatingListening and Repeating #6#6

Listening and AnsweringListening and Answering #7#7

Task ListeningTask Listening #8#8 Interactive ListeningInteractive Listening #9#9

Model 1:Model 1: Listening Listening && Repeating RepeatingGOALGOAL

To pattern-match, To listen and imitate, To memorize.To pattern-match, To listen and imitate, To memorize.

Instructional materialInstructional material

Audiolingual style, Dialogue memorization, Hearing and Audiolingual style, Dialogue memorization, Hearing and pattern mach.pattern mach.

ProcedureProcedure

ListenListen→ Repeat →→ Repeat → Memorize Memorize

ValueValue#5#5

Pattern drills, repeat dialogues, memorize conversation.Pattern drills, repeat dialogues, memorize conversation.

Model 2:Model 2: Listening Listening && Answering AnsweringGOALGOAL

To process discrete–point information, To listen and To process discrete–point information, To listen and answer question.answer question.


Listening-answering model with occasional creative Listening-answering model with occasional creative topic.topic.

ProcedureProcedure

ListenListen→ Answer →→ Answer → Memorize Memorize

ValueValue#5#5

Increase speed and accuracy of recall, stock of Increase speed and accuracy of recall, stock of vocabulary and grammar constructionvocabulary and grammar construction

Model 3:Model 3: Task Task ListeningListeningGOALGOAL

To process spoken discourse, To listen and do.To process spoken discourse, To listen and do.


Listening-and-using for response pattern.Listening-and-using for response pattern.

ProcedureProcedure

ListenListen→ Transmission →→ Transmission → Do Do

ValueValue#5#5

To engage learners in using the information content To engage learners in using the information content presented in the spoken discourse.presented in the spoken discourse.

Model 4:Model 4: Interactive Interactive ListeningListeningGOALGOAL

To develop aural/oral skill, To develop critical listening, To develop aural/oral skill, To develop critical listening, thinking, and effective speaking abilities.thinking, and effective speaking abilities.


Interactive listening-think-speaking model with two-way.Interactive listening-think-speaking model with two-way.

ProcedureProcedure

DiscussionDiscussion→ Speech→→ Speech→ Reaction Reaction →→ Instant response Instant response

ValueValue#5#5

Communicative skills in four competency areas—Communicative skills in four competency areas—

linguistic, discourse, sociolinguistic, strategic linguistic, discourse, sociolinguistic, strategic competences.competences.

Aspects of Listening Aspects of Listening in L.T. in L.T. && L.L.(2) L.L.(2)

Three Modes of CommunicativeThree Modes of Communicative LListening—istening—ActiveActive Receptive SkillReceptive Skill Bidirectional Listening Mode.Bidirectional Listening Mode. #11#11

Unidirectional Listening Mode. Unidirectional Listening Mode. #12#12

Autodirectional Listening Mode.Autodirectional Listening Mode. #13 #13

Implication for Instruction.Implication for Instruction. In both of the Two-way mode & One-way In both of the Two-way mode & One-way

mode.mode. Self-dialogue should be used connection both Self-dialogue should be used connection both

of them.of them.#27#27

Bidirectional Bidirectional Listening ModeListening Mode

Two-way communicative listeningTwo-way communicative listening Learners take turns exchanging Learners take turns exchanging

Speaker RoleSpeaker Role and and Listener RoleListener Role in face-to-face or telephone in face-to-face or telephone interaction.interaction.#10#10

Unidirectional Unidirectional Listening ModeListening Mode

One-way communicative listeningOne-way communicative listening Input comes from the sources of Input comes from the sources of

overheard conversation, public overheard conversation, public performances, telephone answering, performances, telephone answering, the media.the media.

HearingHearing but are unable to interact but are unable to interact →→ AnalyzeAnalyze what we hear what we hear→→ TalkTalk to to ourselves in a reactionourselves in a reaction#10#10

Autodirectional Autodirectional Listening ModeListening Mode

Self-dialogue communicative listeningSelf-dialogue communicative listening Internal roles: Internal roles: SpeakerSpeaker and and ListenerListener/ /

Reactor Reactor in our own thought processes.in our own thought processes. Re-create Re-create language internally language internally

→→ListeningListening again again →→ RetellRetell and and Relive Relive communication.communication.#10#10

Aspects of Listening Aspects of Listening in L.T. in L.T. && L.L (3) L.L (3)

Psychosocial Function of ListeningPsychosocial Function of Listening Transactional Language Function.Transactional Language Function. #15#15

Interactional Language Function. Interactional Language Function. #16#16

Implication for Instruction.Implication for Instruction.#27#27

Providing exercises in both Providing exercises in both TLF Talk TLF Talk AND AND ILF Talk.ILF Talk.

Two functions may be Two functions may be IntertwinedIntertwined.. InstructionsInstructions→→ Listening Listening→ → RecognizeRecognize→ →

RespondRespond

Transactional Transactional Language FunctionLanguage Function

Message Oriented—Message Oriented—ClarityClarity & & PrecisionPrecision For Instructions, Directions, Explaining, For Instructions, Directions, Explaining,

Describing, Inquiring, Requiring, Describing, Inquiring, Requiring, Checking on correctness of detail.Checking on correctness of detail.

Business-typeBusiness-type TalkTalk Focus onFocus on content and conveying factual content and conveying factual

or propositional information.or propositional information.#14#14

Interactional Interactional Language FunctionLanguage Function

Person Oriented—Person Oriented—IdentifyIdentify & & RespectRespect For identifying with other person’s For identifying with other person’s

concerns, maintaining and respecting concerns, maintaining and respecting ““FaceFace”.”.

Social-typeSocial-type TalkTalk Focus onFocus on casual conversation.casual conversation.#14#14

Aspects of Listening Aspects of Listening in L.T. in L.T. && L.L (4) L.L (4)

Psychosocial Processes of ListeningPsychosocial Processes of Listening Bottom-Up Processes.Bottom-Up Processes. #18#18

Top-Down Processes. Top-Down Processes. #19#19

Implication for Instruction. Implication for Instruction. #20#20 Interactional: Interactional: to interact with teacher and to interact with teacher and

student.student. Transactional: Transactional: to assimilate new input of to assimilate new input of

information, concepts, and skills.information, concepts, and skills. Purpose, Background knowledge, and Topic.Purpose, Background knowledge, and Topic. #27#27

Bottom-Up Bottom-Up ProcessesProcesses

Aural ComprehensionAural Comprehension ProcessProcess——Attention to Every DetailAttention to Every Detail InputInput Understanding of the “Understanding of the “heardheard” process ” process

SoundSound→→ Words Words→ Grammatical → Grammatical Structure→ Lexical meaningStructure→ Lexical meaning..

Bottom to Top Bottom to Top Base on incoming language dataBase on incoming language data..#17#17

Top-Down Top-Down ProcessesProcesses Aural Comprehension Process—Aural Comprehension Process—

Prior information about task of Prior information about task of understandingunderstanding Internal sources: Internal sources: Prior knowledge and global expectation Prior knowledge and global expectation about language.about language.

Top to Down Top to Down Prediction and InferencePrediction and Inference→→ Bypass Bypass

Bottom-to-Top processingBottom-to-Top processing..#17#17

Richard’s Function Richard’s Function && Processes Processes InteractionalInteractional

Bottom-UpBottom-Up#21#21 Top-DownTop-Down#22#22

TransactionalTransactional#17#17

11 22

33 44

Ex: Bottom-Up Ex: Bottom-Up ModeMode

Cell 1: Cell 1: Listening closely to a jokeListening closely to a joke

(Interactional)(Interactional) in order to know in order to know when to laugh. when to laugh. #20#20

Cell 3: Cell 3: Listening closely toListening closely to instructioninstruction

(transactional)(transactional) during a first lesson.during a first lesson.#20#20

Ex: Top-Down Ex: Top-Down ModeMode Cell 2: Cell 2:

Listening casually to cocktail party Listening casually to cocktail party talktalk (Interactional)(Interactional). . #20#20

Cell 4: Cell 4: Experienced air traveler listeningExperienced air traveler listening

casually to verbal air safety casually to verbal air safety instructions instructions (Transactional)(Transactional) which which have new concepts, and acquire new have new concepts, and acquire new skillsskills..#20#20

Aspects of Listening in Aspects of Listening in L.T. L.T. && L.L (5) L.L (5) Affective Domain—Affective Domain—Attitudinal Attitudinal

Information & Emotional InformationInformation & Emotional Information Linguistic Cue for AffectLinguistic Cue for Affect

Linguistic MessagesLinguistic Messages#24#24

Nonlinguistic Cue for AffectNonlinguistic Cue for AffectParalinguistic MessageParalinguistic Message#25#25

Extralinguistic MessagesExtralinguistic Messages#25#25

Intellectual, Emotional, and Moral Intellectual, Emotional, and Moral AttitudesAttitudes#26#26

Linguistic Cue for Linguistic Cue for AffectAffect Linguistic MessagesLinguistic Messages

Choosing wordsChoosing words Arranging words into sentencesArranging words into sentences Being dialogue discourseBeing dialogue discourseEx:Ex: That was an (interesting/excellent /good/fair/so-That was an (interesting/excellent /good/fair/so-

so/terrible) movie.so/terrible) movie. I like him a lot but…I like him a lot but… Even though she’s my best friend, I must tell you Even though she’s my best friend, I must tell you

that…that…#23#23

Nonlinguistic Cue Nonlinguistic Cue for Affectfor Affect Paralinguistic MessagesParalinguistic Messages

Voice is used in speaking transmits Voice is used in speaking transmits meaning by different ways.meaning by different ways.

Vocal elements: Vocal elements: tone, rate, rhythm, stress.tone, rate, rhythm, stress.#9#9

Extralinguistic MessagesExtralinguistic Messages Body language transmitted words and Body language transmitted words and

vocal information.vocal information. Elements: Elements: postures,postures, movements, gestures, movements, gestures,

facial expressions, eye contact, talking space.facial expressions, eye contact, talking space.#23#23

Nonlinguistic Cue Nonlinguistic Cue for Affectfor Affect Intellectual AttitudesIntellectual Attitudes

Expression & Comprehension: Expression & Comprehension: agreement/disagreement; confirming/denying; agreement/disagreement; confirming/denying; accepting/ declining; forgetting/ remembering; accepting/ declining; forgetting/ remembering; possibility/ impossibility; capability/ incapability; possibility/ impossibility; capability/ incapability; uncertainly; obligation; permission.uncertainly; obligation; permission.

Emotional AttitudesEmotional Attitudes Moral AttitudesMoral Attitudes#23#23

Aspects of Listening in Aspects of Listening in L.T. L.T. && L.L (6) L.L (6)

Listening as a Language ActListening as a Language Act Information Processing Information Processing #10#10

Linguistic Functions Linguistic Functions #14#14

Dimensions of Cognitive Dimensions of Cognitive processing processing #17#17

Principles of Principles of Listening Listening

Teaching(1)Teaching(1) Three Materials Development Three Materials Development Principles. Principles. Relevance—Relevance—content andcontent and outcomeoutcome#29#29

Transferability/Applicability—Transferability/Applicability—cancan be used in other coursesbe used in other courses. . #30#30

Task orientation—Task orientation—combine language combine language use tasks and language analysis use tasks and language analysis activities.activities. #31#31

RelevanceRelevance ContentContent

The information input.The information input. OutcomeOutcome

Natural use of the information.Natural use of the information. Face Validity for StudentsFace Validity for Students

Encouraging the intention to learn.Encouraging the intention to learn.#11#11

Transferability/Transferability/ApplicabilityApplicability

Content Level or Outcome LevelContent Level or Outcome Level Can be used in other coursesCan be used in other courses

Foster Transfer of TrainingFoster Transfer of Training The mirror of real life by activities.The mirror of real life by activities.

RadioRadioTelevision newTelevision newBroadcastBroadcast#11#11

Task Task Orientation(1)Orientation(1) Language Use TasksLanguage Use Tasks

Listen-and-Do communicative Listen-and-Do communicative outcomesoutcomesListening and performing actionsListening and performing actionsListening and performing operationListening and performing operationListening and solving problemsListening and solving problemsListening and transcribingListening and transcribingListening and summarizing informationListening and summarizing informationInteractive listening and Q/A routinesInteractive listening and Q/A routines

Task Task Orientation(2)Orientation(2) Language Use TasksLanguage Use Tasks

A base on Content ExperiencesA base on Content ExperiencesIncrease vocabularyIncrease vocabularyIncrease predictive ability including Increase predictive ability including

SchemataSchemata and and ScriptsScripts. . A base on Operational ExperiencesA base on Operational Experiences

Acquire ability of familiar information-Acquire ability of familiar information-handling operations.handling operations.

Task Task Orientation(3)Orientation(3)

Language Analysis ActivitiesLanguage Analysis Activities The opportunities to analyze selected The opportunities to analyze selected

aspects.aspects.Language Structure—FormLanguage Structure—FormLanguage Use—FunctionLanguage Use—Function

To develop personal strategies.To develop personal strategies.KnowledgeableKnowledgeable

Task Task Orientation(4)Orientation(4) Specific Language Analysis ActivitiesSpecific Language Analysis Activities

Analysis of task of fast speed.Analysis of task of fast speed. Analysis of phrasing and pause point.Analysis of phrasing and pause point. Analysis monologues and dialogue Analysis monologues and dialogue

exchange.exchange. Describing and analysis sociolinguistic Describing and analysis sociolinguistic

dimensions.dimensions. Describing and analysis Describing and analysis

communicative strategies.communicative strategies.#28#28

TIMETIME forfor

THANK YOU FOR ATTENTIONTHANK YOU FOR ATTENTION

QQ and and

AASee you next weekSee you next week


Teaching(2)Teaching(2) Communicative Outcomes—Communicative Outcomes—AnAn Organizing FrameworkOrganizing Framework Listening and Performing Actions and Listening and Performing Actions and

Operations.Operations. #37#37

Listening and Transferring Listening and Transferring Information.Information. #38#38

Listening and Solving Problems.Listening and Solving Problems.#39#39

Communicative Communicative Outcome(1)Outcome(1) Listening and Performing Actions and Listening and Performing Actions and

Operations—Operations—ResponsesResponses totoDirectionsDirections//Instructions/DescriptionsInstructions/Descriptions

Drawing something.Drawing something. A map task.A map task. Selecting work. Selecting work. Performing a movement.Performing a movement. Operating a piece of equipment.Operating a piece of equipment. Carrying out steps in a processCarrying out steps in a process..#36#36

Communicative Communicative Outcome(2) Outcome(2)

Listening and Transferring Information—Listening and Transferring Information— Spoken-to-WrittenSpoken-to-Written Taking a message and transferring to another person.Taking a message and transferring to another person. Listening and filling in blanks.Listening and filling in blanks. Listening and completing a form or chart.Listening and completing a form or chart. Listening and Listening and Carrying out steps in a process.Carrying out steps in a process. Listening to a how to talk and writing.Listening to a how to talk and writing. Listening to a speech and taking a note.Listening to a speech and taking a note. Spoken-to-SpokenSpoken-to-Spoken Listening to directions and passing them.Listening to directions and passing them. Listening to part of story and repeating it to others.Listening to part of story and repeating it to others. #36#36

Communicative Communicative Outcome(3)Outcome(3) Listening and Solving Problems—Listening and Solving Problems—

Games and PuzzlesGames and Puzzles Words games.Words games. Number games and story.Number games and story. Asking questions.Asking questions. careful listening to the completion of the game.careful listening to the completion of the game. listening story and settle solutions.listening story and settle solutions. A jigsaw mystery.A jigsaw mystery. Comparison shopping task.Comparison shopping task. Short descriptions of court case.Short descriptions of court case. #36#36


Teaching(3)Teaching(3) Communicative Outcomes—Communicative Outcomes—

AnAn Organizing FrameworkOrganizing Framework Listening, Evaluating, and Listening, Evaluating, and

Manipulating Information.Manipulating Information.#41#41

Interactive listening-and-Speaking.Interactive listening-and-Speaking.#42#42

Listening for Enjoyment, Pleasure, and Listening for Enjoyment, Pleasure, and Sociability.Sociability.#43#43

Communicative Communicative Outcome(4)Outcome(4) Listening, Evaluating, and Listening, Evaluating, and

Manipulating Information—Manipulating Information—

Evaluate and ManipulateEvaluate and Manipulate Receiving information and answer questions.Receiving information and answer questions. Evaluating information.Evaluating information. Evaluating arguments.Evaluating arguments. Evaluating cause-and effect information.Evaluating cause-and effect information. Summarizing or gist of information.Summarizing or gist of information. Evaluate and combining or considering Evaluate and combining or considering

information.information. Evaluating and extending information.Evaluating and extending information. Organizing unordered informationOrganizing unordered information..#40#40

Communicative Communicative Outcome(5)Outcome(5) Interactive listening-and-Speaking—Interactive listening-and-Speaking—

produce and processproduce and process Repetition—Repetition—Question AskingQuestion Asking Paraphrase—Paraphrase—Different RestatementDifferent Restatement Verification—Verification—ConfirmationConfirmation Clarification—Clarification—ExplanationExplanation Elaboration—Elaboration—Additional InformationAdditional Information Extension—Extension—For New PointFor New Point Challenge—Challenge—ConclusionConclusion#40#40

Communicative Communicative Outcome(6)Outcome(6) Listening for Enjoyment, Pleasure, Listening for Enjoyment, Pleasure,

and Sociability—and Sociability—

Teacher-talk and Student-talkTeacher-talk and Student-talk SongsSongs StoriesStories PlaysPlays PoemsPoems JokesJokes AnecdotesAnecdotes Interesting chatInteresting chat#40#40

ExtensiveExtensive & & IntensiveIntensive ListeningListening Comparison of the Locations Comparison of the Locations #45#45

Comparison of the Materials Comparison of the Materials #46#46

Comparison of the Advantages Comparison of the Advantages #47#47

Comparison of the Disadvantages Comparison of the Disadvantages #48#48

Comparison of Roles of the Comparison of Roles of the TeachersTeachers

Location Location #44#44

ExtensiveExtensive ListeningListening

IntensiveIntensive ListeningListening

Outside ClassroomOutside ClassroomHomeHomeCarCarPersonal stereoPersonal stereoIn the TravelIn the Travel

In the ClassroomIn the ClassroomTeacherTeacherClassmatesClassmatesMaterialsMaterials

Material Material #44#44



TapeTape Learners’ LevelLearners’ Level

Reading & ListeningReading & ListeningAuthentic MaterialAuthentic Material

Native SpeakerNative SpeakerTask for OutputTask for Output

Tape Listening Tape Listening #47#47

Get-Information TaskGet-Information TaskLive ListeningLive Listening

Class talkClass talkReading aloudReading aloudStory-tellingStory-tellingInterviewsInterviewsConversationsConversations

Procedure of Using Procedure of Using Tape MaterialTape Material

PredictionPrediction and and Gist TaskGist Task—First Listening—First Listening Listen the TapeListen the Tape Give a Give a TaskTask—Get Information and Listen.—Get Information and Listen. Return the Tape—Return the Tape—Detail ComprehensionDetail Comprehension, and , and

Language AnalysisLanguage Analysis.. Play again—If Play again—If StudentsStudents Want to do. Want to do. #46#46

Advantages Advantages #44#44



More listening Opportunities More listening Opportunities More Language AcquireMore Language AcquireListening Activities in GeneralListening Activities in GeneralSchematic KnowledgeSchematic KnowledgeImproving Vocabulary Improving Vocabulary Improving GrammarImproving GrammarTo Be Better ReaderTo Be Better Reader

TapeTape To listening different To listening different charactercharacterExtremely portableExtremely portableLive ListeningLive ListeningInteraction between Speaker Interaction between Speaker and Listenerand ListenerCan see who are listen to.Can see who are listen to.Can adjust speed for listener. Can adjust speed for listener.

Disadvantages Disadvantages #44#44



Low motivation due to Low motivation due to

wrong levelwrong levelLanguage may unnatural Language may unnatural Hard to evaluate Hard to evaluate Can not help studentsCan not help students

TapeTapeForFor Big ClassBig Class hard to ensure hard to ensure all student can hear equally all student can hear equally wellwellDo not have Do not have InteractionInteractionLive ListeningLive ListeningSpend more time for Spend more time for

PreparationPreparation

Roles of Teachers Roles of Teachers #44#44



IntroducerIntroducer

What is PurposeWhat is PurposeDirector Director

What is go to do…What is go to do…SupervisorSupervisor

How to do the task…How to do the task…

OrganiserOrganiser

PurposePurpose and and InstructionsInstructionsMachine OperatorMachine Operator

Be a good Be a good PlayerPlayerFeedback OrganiserFeedback Organiser

Feedback Session to check the Feedback Session to check the task.task.PrompterPrompter

OfferingOffering Script Dictation Script Dictation

Process Process && Skill Skill && StrategyStrategy

Higher Level Process. Higher Level Process. #19#19

Lower Level Process. Lower Level Process. #20#20

The Comprehension The Comprehension Process.Process. Information viewInformation view Construct MeaningConstruct Meaning


Types of Strategies. Types of Strategies. Metacognitive StrategyMetacognitive Strategy Cognitive StrategyCognitive Strategy Socioaffective StrategySocioaffective Strategy Top-down StrategyTop-down Strategy


Different Stages of Skills. Different Stages of Skills. Novice StageNovice Stage Intermediate stageIntermediate stage Advanced StageAdvanced Stage

Different Goals of Skill.Different Goals of Skill. Techniques for Global ListeningTechniques for Global Listening Selective ListeningSelective Listening Goals and ExercisesGoals and Exercises


Goals of Novice StageGoals of Novice Stage Exercises of Novice StageExercises of Novice Stage Goals of Intermediate Stage Goals of Intermediate Stage Exercises of Intermediate Exercises of Intermediate

Stage Stage Goals of Advanced StageGoals of Advanced Stage Exercises of Advanced StageExercises of Advanced Stage

Goals of Novice Goals of Novice StageStageBottom-Up ProcessingBottom-Up Processing

Discriminate Intonation in SentencesDiscriminate Intonation in Sentences Discriminate PhonemesDiscriminate Phonemes Listen for Morphological EndingListen for Morphological Ending Recognize Syllable Patterns, Number Recognize Syllable Patterns, Number

of Syllables, and Word Stressof Syllables, and Word Stress Be Aware of Sentence Fillers in Be Aware of Sentence Fillers in

Informal SpeechInformal Speech Select Details form the TextSelect Details form the Text

Goals of Novice Goals of Novice StageStageTop-Down ProcessingTop-Down Processing

Discriminate Emotional ReactionsDiscriminate Emotional Reactions Get the Gist or Main IdeaGet the Gist or Main Idea Recognize the TopicRecognize the Topic

Goals of Novice Goals of Novice StageStageInteractive ProcessingInteractive Processing

Formal or Informal by Speech Formal or Informal by Speech Features Features

Recognize a Familiar word and Recognize a Familiar word and Relative CategoryRelative Category

Compare Information in Memory with Compare Information in Memory with informationinformation

Compare information with experienceCompare information with experience

Goals of Goals of Intermediate Intermediate

StageStageBottom-Up ProcessingBottom-Up Processing Differences Content and Function Differences Content and Function

Words by Stress PatternWords by Stress Pattern Find the Stressed Syllable Find the Stressed Syllable Recognize Words with Reduced Vowels Recognize Words with Reduced Vowels

or Dropped Syllablesor Dropped Syllables Recognize Words as they are Linked in Recognize Words as they are Linked in

the Speech Steamthe Speech Steam Recognize Pertinent Details in the Recognize Pertinent Details in the

Speech StreamSpeech Stream


StageStageTop-Down ProcessingTop-Down Processing Discriminate Register of Speech and Discriminate Register of Speech and

Tones of VoiceTones of Voice Listen to Identify the Speaker or the Listen to Identify the Speaker or the

TopicTopic Find Main Ideas and Supporting Find Main Ideas and Supporting

DetailsDetails Make InferencesMake Inferences


StageStageInteractive ProcessingInteractive Processing Use Word Stress to Understand the Use Word Stress to Understand the

Speaker’s IntentSpeaker’s Intent Recognize Missing Grammar Markers Recognize Missing Grammar Markers

in Colloquial Speech and Reconstruct in Colloquial Speech and Reconstruct the Messagethe Message

Use Context and Knowledge of the Use Context and Knowledge of the World to Build Listening Expectations; World to Build Listening Expectations; Listen to Confirm ExpectationsListen to Confirm Expectations

Goals of Advanced Goals of Advanced StageStageBottom-Up ProcessingBottom-Up Processing

Use Sentence Stress and Intonation to Use Sentence Stress and Intonation to Identify Important Information Identify Important Information

Recognize Contractions, Reduced Recognize Contractions, Reduced Forms, Differ From the Written FormForms, Differ From the Written Form

Become Aware of Common Become Aware of Common Performance Slips that Must be Performance Slips that Must be Reinterpreted or IgnoredReinterpreted or Ignored

Goals of Advanced Goals of Advanced StageStageBottom-Up ProcessingBottom-Up Processing

Become Aware of Organizational Cue Become Aware of Organizational Cue in Lecture Textin Lecture Text

Become Aware of Lexical and Become Aware of Lexical and Suprasegmental Markers for Suprasegmental Markers for DefinitionsDefinitions

Identify Specific Points of InformationIdentify Specific Points of Information

Goals of Advanced Goals of Advanced StageStageTop-Down ProcessingTop-Down Processing

Use Knowledge to Predict the Content Use Knowledge to Predict the Content Use the Introduction to Predict its Use the Introduction to Predict its

Focus and DirectionFocus and Direction Use the Transcript to Predict the Use the Transcript to Predict the

Content of the next SectionContent of the next Section Find the Main Idea of SegmentFind the Main Idea of Segment Recognize ConceptsRecognize Concepts

Goals of Advanced Goals of Advanced StageStageInteractive ProcessingInteractive Processing

Use Knowledge of Phrases and Use Knowledge of Phrases and Discourse Markers to Predict the Discourse Markers to Predict the Content in the next Segment of the Content in the next Segment of the LectureLecture

Make Inferences about the TextMake Inferences about the Text

Listening Lesson SeListening Lesson Sequencesquences InterviewInterview#52#52

Re-orderRe-order#53#53

Telephone Message Telephone Message #55#55

Completing the Task Completing the Task #56#56

Sharing and Solving the Sharing and Solving the problem problem #58#58

Daily Spoken Drill Daily Spoken Drill #62#62

The Sound of Music The Sound of Music #64#64

Give Give Interview’s QuestionInterview’s Question before before PredictPredict the Interview the Interview Bring a Bring a StrangersStrangers into classroom ( into classroom (Native SpeakerNative Speaker)) Brief the students’ LevelBrief the students’ Level Guess and Write down Guess and Write down QuestionsQuestions Ask Ask QuestionQuestion and Make and Make NotesNotes Prompt students to ask Prompt students to ask Follow-up QuestionFollow-up Question Write a Write a Short EssayShort Essay about person about person #51#51

Listening and put picture in theListening and put picture in the Order Order.. To say what mayTo say what may Happening Happening in the in the

picture.picture. Do Do not Confirmnot Confirm and and DenyDeny their their PredictionPrediction.. ListenListen and and Re-orderRe-order for for CorrectnessCorrectness..

Listen again and check the Listen again and check the orders of correctness.orders of correctness.

Teacher should lead student Teacher should lead student listen again about some interest listen again about some interest point. point. #51#51

Teachers make three Teachers make three SimpleSimple records of records of Phone CallsPhone Calls.. Asking students Asking students Take Short MessagesTake Short Messages.. CompareCompare each other to see they have written same each other to see they have written same

thing.thing. Listening again and Listening again and Clear upClear up any any ProblemProblem.. Also can taking message from speaking or other Also can taking message from speaking or other

materials. materials. #51#51

Listen to Listen to Different TapesDifferent Tapes.. Share Share Different InformationDifferent Information.. Gather and Share Detail information Gather and Share Detail information

to to Complete the TaskComplete the Task..

Divide into Divide into Group AGroup A and and Group BGroup B listening listening Different TapeDifferent Tape

Interview Interview each othereach other Making Making NotesNotes and and Discuss Discuss informationinformation Complete the Complete the Form of TaskForm of Task. . #51#51

Leading a Leading a DiscussionDiscussion about Topic. about Topic. Help students Help students Come up with SentenceCome up with Sentence

Pattern.Pattern. Share Share Personal ExperiencePersonal Experience.. ListenListen to Material and to Material and Look at PictureLook at Picture for for

prediction.prediction.#58#58

DiscussionDiscussion and and ThinkThink for Solving Problem. for Solving Problem.#58#58

Three Horror Story on HolidayThree Horror Story on Holiday#57#57

Listen ti the Listen ti the ExtractsExtracts again for the speaker con again for the speaker construct their discourse.struct their discourse.

Check LanguageCheck Language with teacher before moving o with teacher before moving on to use the results of their enquire in a makinn to use the results of their enquire in a making conversations activities.g conversations activities.

Encourage them to try to Encourage them to try to Try Out the LanguagTry Out the Languagee..#60#60

Listening Extracts can be used for Listening Extracts can be used for different different purpose—purpose—LanguageLanguage Skills, Language Skills, Language Analysis,Analysis, Language Production.Language Production. #51#51

Be studied for information about Be studied for information about HowHow the text is the text is ConstructedConstructed..

What What OrdersOrders certain certain FunctionsFunctions can occur can occur within an exchange.within an exchange.

Both Both SimplifiedSimplified and and Authentic Authentic text.text. About About Normal LivesNormal Lives of of Everyday SpokenEveryday Spoken

reality.reality.

Looking Transcript and notice real language is.Looking Transcript and notice real language is.1)1) a request for service a request for service ( line 1)( line 1)

2)2) an acknowledgement of the request and a an acknowledgement of the request and a statement ofstatement of

the pricethe price (line2-3)(line2-3)

3)3) the handing over of the goods the handing over of the goods (line4)(line4)

4)4) the giving of money and receiving the change the giving of money and receiving the change (line5-6)(line5-6)

5)5) a closure of the encounter a closure of the encounter (line7-8) (line7-8) #51#51

Students’ song or Teacher’s songStudents’ song or Teacher’s song Pre-discussionPre-discussion →→ WorksheetWorksheet#64#64 →→

InstructionsInstructions → → Compare and Check Compare and Check answersanswers → → Listen againListen again → → Read the Read the answer with songanswer with song → → Asking question Asking question about songabout song → → ExplanationExplanation → → Listen againListen again

TIMETIME forfor

THANK YOU FOR ATTENTIONTHANK YOU FOR ATTENTION

QQ and and

AA

THEORIES & PRACTICE of TEFL Director: Professor Mavis Shang Name & ID: Xavier, Wu 9610008M Name & ID: Roger, Yu 9610009M Date: 10/18/2007 Dept. of Applied.

Documents

purpose listening

critical listening

unidirectional listening

bidirectional listening

interactive listening

models of listening

learners vocabulary

twoway mode oneway mode