Sts version Unit 5 Developing Listening SkillsWord文档下载推荐.docx

Sts version Unit 5 Developing Listening SkillsWord文档下载推荐.docx

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●designavarietyoflisteningactivitiestodeveloplearners’listeningcomprehension.

5.1Natureoflisteningcomprehension

Reallifelisteningsituations

Listeningplaysaveryimportantroleinourdailylife.Itisestimatedthatwelistentwiceasmuchaswespeak,fourtimesmorethanweread,andfivetimesmorethanwewrite（Rivers1981;

Weaver1972）.Asisknowntousall,nativespeakersofalanguagedonothavemuchdifficultyinlearningtounderstandothers’spokenlanguage.Butlisteninginasecond/foreignlanguagealwayscreatesbarriersforlanguagelearners.Asanimportantaspectofcommunicativecompetence,listeningcomprehensioninasecond/foreignlanguagecallsforlearners’specialattentionandeffort.It’simperativeforthelanguageteachertodedicatetodevelopinglanguagelearners’effectivelearningskills.

Thefirstthingwecandotohelpourlanguagelearnerstocopewiththeseeminglydauntingtaskoflisteningcomprehensionandtopreparethemforthereallifecommunicationistohelpthemtobeawareofthecharacteristicsofreal-lifelisteningsituations.

Activity5.1Makealistofasmanysituationsasyoucanthinkofwherepeoplearelisteningtootherpeopleintheirownmothertongue.Whatarethepurposesoflistening?

Purposesoflistening

Now，lookatyourlistofreallifelisteningsituationsagain.Canyoufindanycommonfeaturesofmostofthesituations?

Pleasehaveadiscussionaboutthefeaturesingroupsoffourorfiveandnotedownyourkeypoints.

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Fromwhathasbeenwrittendowninthetable,wecanseethateverydaywelistentomanythings,forexample,newsintheradioorTV,lecturesandspeeches,broadcastatairportorrailwaystation,oratelephoneconversationwithsomebody,etc.Ourpurposesforlisteningarevarioustoo,includinggettinginformationorknowledgefromothers,maintainingsocialrelationship,orjustlisteningforpleasure.Inshort,welistentoreceiveandunderstandincominginformationeitherbecausetheinformationisusefulorbecauseitisinterestingtous.Thisiswhylisteningiscalledreceptiveskills.Acarefulexaminationofwhatisinvolvedintheabovementionedreallife-listeningsituationsenableustofigureoutthefeatureofreal-lifelisteningsituations.Wecanseethatinmostsituations（adaptedfromUr,2000:

106-107）:

Ø

Thelanguageisspontaneous,withlotsofredundancyandungrammaticalstructures,hesitation,rephrasingandself-correction.

Thevocabularyusedmaybecolloquial.Forexample,kidmaybeusedforchild.

Thepronunciationisnowalwaysclear,insteadmaybeindifferentaccentsordialects.

Listenershaveclearpurposesforlistening.（toextractinformation,tobeentertainedortomaintainsocialrelationship）

Thespeakerorothervisualstimuliisvisibletolisteners.Thussuchparalinguisticcluesasgestures,facialexpression,contextcluesmayfacilitatelisteners’comprehension.

Listenersusuallyneedtogiveongoing,purposefulresponsetothespeaker.Takeatelephoneconversationasanexample.Ifyoukeepsilentforatoolongtimewhilelisteningtoyourfriendonthephone,he/shemaybewonderingifyouarelisteningornot,andmaycheckbyasking“Areyoustillthere?

”or“Areyoulisteningtome?

”

Thespeakermayadjustthespeedoftheirspeech,oradaptthediscoursetoaccommodatetothelisteners’need.

Typesoflistening

Listeningcanbeclassifiedintodifferenttypesaccordingtodifferentvariables.Bythestandardofwhetherthelistenerisrequiredtotakepartintheinteraction,wecanidentifyreciprocal（two-way）listeningandnonreciprocal（one-way）listening.Telephoneconversationandinterviewarereciprocallistening.Whilelisteningtonewsreportorweatherforecastisnonreciprocallisteningwherethelistenerhearthespeakerbutunabletointact.

Bythefunctionsorpurposes,listeningcanbedividedintotransactionalandinteractional.Transactionallisteningaimsatobtainingmessage.Thefocusisonconveyingfactualorpropositionalinformation（Celce-Murcia,2006）.Askingandgivingdirections,doingshopping,andbuyingticketsaresomeexamplesituationswheretransactionallisteningisinvolved.Interactionallisteninginvolvestalkaimingatestablishingormaintainingsocialrelationship.Conversationbetweenoldfriendsorfamilymembersisinmostcasesinteractionallisteningsituation.

Activity5.2Lookbackatthelistofreallifelisteningsituationsyoulisteddownandclassifythemaccordingtotheroleoflistenersandfunctionsoflistening.Thenputthemdownintheappropriatecolumninthefollowingtable.Ifyoulike,youcanaddmorelisteningsituations.Afteryouhavecompletedthetable,discusswithingroupswhattypesoflisteningyouusuallydoinyourlisteningclass.WhatimplicationscanyougetforteachingEnglishlisteningfromtheresultofyourdiscussion?

Reciprocal

Nonreciprocal

Interactional

Transactional

Inourlisteningclassroom,learnersarenormallyassignedtheroleof“eavesdropper”ofconversations,whethertheconversationsaretransactionalorinteractional.Learnersareusuallyinvolvedinnonreciprocallisteningwheretheyhavenochangetorespondtothespeaker,tocheckwhethertheyunderstandcorrectlyornot.Theyjust“overhear”theconversationsormonologues.Thisisrareinrealworld.Sincetheobjectiveofteachinglisteningistopreparelearnersforreallifecommunication,thekindoflisteningactivitieslearnersdoinlisteningclassshouldsimulatethereallifelisteningtasks.Reciprocallisteningshouldnotbecastawayfromlisteningclassroom.Theabsenceofthereciprocallisteningintheclassroommayleadtostudents’inabilitytocopewithtwo-waycommunicationinreallife.

Authenticityoflisteningmaterials

Havingthecharacteristicsofreal-lifelisteningsituationsinmind,wethenneedtore-examinethelisteningmaterialsusedinourlisteningclassroom.Dotheyreflectthecharacteristicsofreallifelistening?

Byexposinglearnerstosuchtypeoflisteningmaterials,canwepreparethemforfuturereallifelisteningsituations?

Herearisesthequestionoftheauthenticityofthelisteningmaterials.

Authenticmaterialsaredesignedbynativespeakerfornativespeakers:

theyarerealtextsdesignednotforlanguagelearnerlearners,butfornativespeaker.Forexample,radioprogramsforEnglishspeakers,say,VOA,orBBC,orEnglish-languagenewspaperandmagazinesareauthenticmaterials.Non-authentictextinlanguageteachingisthematerialswrittenespeciallyforlanguagelearners.Suchkindofmaterialsaboundinmanylisteningtextbooksofforeignlanguagecourses.Therearebothstrongargumentsforusingauthenticandnon-authenticmaterialsinlisteningclassrooms.Weteachersneedtobeabletomakeinsightfulchoicesconcerningthematerialswearegoingtouseintheclassroom.

Activity5.3Whatdoyouthinkshouldbeused,authenticornon-authenticmaterials?

Toanswerthisquestion,firstpleasecomparetheadvantagesanddisadvantagesofeachtypeofmaterials,andcompletethetablebelow.

Typesoflisteningmaterials

Advantages

Disadvantages

Authenticlisteningmaterials

Speciallywrittenlisteningmaterialsforlanguagelearners

Asyoumighthavebeenaware,non-authenticmaterialsareartificialandextremelyunvaried.Theydonotreflectthefeaturesoflisteningmaterialslearnersmayencounterinreallife,thusbeinglessusefulforpreparingstudentsforreallifecommunication.Meanwhile,theyhavereadilydesignedlisteningactivitiesandarewellgradedforlearnersofdifferentlevels.Thismaybeofgreathelpinreducingtheteacher’sworkload,andbuildingupbeginners’confidenceinlisteningcomprehension.Ontheotherhand,authenticmaterialsaremainlyfavoredforsuchreasonsasbeinginterestingandmotivatingtolisteners,bettermirroringtheculturerealityofthetargetlanguageandthusbetterpreparinglearnersforreallifelistening,andprovidingavarietyoflanguageinput,etc.Buttheyarenotwithoutproblems.Itusuallytakestheteacherlotsoftimeandefforttosearchfor,and/oradaptauthenticlisteningmaterial.

Designingappropriatelisteningactivitiesalsopresentachallengeforlanguageteachersaswell.So,itisarbitrarytosay“weshoulduseauthenticmaterialsonly”,or“weshouldusenon-authenticmaterialsalone.”Ifappropriateauthenticlisteningmaterialscanbefoundforlearnerbytheteacher,thatwillbeadvantageous.Ifnot,thematerialswechooseshouldbeatleasttheonesthatstudentscanunderstandthegeneralmeaningof,andthatberealisticmodelsofspokenorwrittenEnglish.

Activity5.4Pleasereadthefollowinglisteningtext.Canyoutellwhatisintendedtobetaughtwiththismaterial?

Isthetextauthenticmaterialornon-authentic?

Pleaseexchangeyouropinionwithyourpartner,andexplainwhatfeaturesofthetextmakeitauthenticornon-authentic.

John:

Howlonghaveyoubeencollectingbutterflies?

Mary:

I’vebeencollectingthemsinceIenteredsecondaryschool.

Howmanybutterflieshaveyoucollected?

I’vecollectedaboutfourhundredforeignones.