TLC_301 Angie Jimenez

Più simili a questo

COMMUNICATIVE PROFICIENCY

da Verbena Wilburg

Aims and Objectives

da franco wong

DEONTOLOGÍA JURÍDICA

da YURY BANESA SALAS SALAS

H.G. Wells

da Dennis Wao

Self-access and exposure

Follow-up activities

Oral presentations

Speaking reports

Listening variety

English stories

Watch live English radio broadcasts

Watch films from the video collection

Watch conversation shows

Exposure

After-class activities

Learners enjoy listening for pleasure

As an English language learner, I have found that by using self-access materials and getting as much exposure to the language as I can, I genuinely enjoy practicing my listening skills.

Study materials

Tapes

DVDs

Videos

Listening process

Foreign language

Challenges

Difficulty to reach the second stage of information processing and final stage of transferring it to the long-term memory.

Difficulty in organizing the stream of sounds into meaningful units.

The listener lacks language skills or has limited knowledge of the language.

The listening process does not flow that smoothly.

Aural reception of an utterance

Final Stage - Meaning Construction

The listener may transfer the information to the long-term memory for later use.

The listener is able to construct a meaning from the utterance if not fully.

This happened to me all the time when I was studying at the language center. Also, I suppose that with practice, we can further refine this skill.

Second Stage - Short-Term Memory Processing

Words or groups of words are checked and compared with information already held in the long-term memory.

The processing of the information by the short-term memory.

First Stage - Sensory Store

The sounds are organized into meaningful units, according to the knowledge of the language the listener already possesses.

The sounds go into a sensory store, often called the “echoic” memory.

Difficulties in listening to English in EFL classroom

Several categories (Ur)

Inability to link words to the context

Lack of skill in using strategies to summarize heard information at both macro and micro levels.

Limited practice and exposure to different kinds of accents and colloquial vocabulary.

In a language center where I studied there used to be foreigners from different parts of the world for us to practice our communication skills and I remember that it was very difficult for me to understand what an Australian guy was saying as I was not used to hearing his kind of accent.

Lacking exposure and practice

Lacking the ability to skim

Inability to keep up with redundancy, noise, and the inability to guess

Problem of sounds

Pronunciation, rhythm, intonation and stress

Four main areas (Rixon)

Different ways of pronouncing the "same" sound.

Rhythm pattern of English speech.

Changes in sounds in rapid, connected speech with various tones.

Weak relationship between English sounds and meaning in language expressions.

Listening comprehension

Linguistic and cognitive skills

Strategies and expectations

Involving individual linguistic units

Background knowledge

Grammatical structures

Words

Phonemes

Teaching listening in the EFL context

Strategies that EFL teachers can do

Attention to accuracy and an analysis of form

They gain confidence in listening for meaning.

The strategies that the teacher uses in the classroom are fundamental and have a great impact on how the student's confidence in his or her listening skills develops. I say this in terms of my own experience with both capable teachers and those who do not care as much about these aspects of their teaching.

Learners can make steady progress

Work on meaning-oriented activities

Listening to perceive sounds and words accurately

Focus on meaning

Learners can mobilize both their linguistic and non-linguistic abilities to understand what is heard

Learn new and important content

Comprehension activities

Focusing on specific goals for listening

Opportunities for assessing and revising what they have achieved.

Learners can evaluate their efforts and abilities

Schema theory

Two simultaneous processes

Top-down processing

Apply the knowledge to incoming data, facilitating the assimilation of new information.

An attempt by the brain to find an existing knowledge structure.

Bottom-up processing

It triggers certain past experiences or perceptions about the topic.

The movement of data from the page to the brain.

Theory about knowledge

What we understand of something is a function of our past experiences and our background

How this representation facilitates its use in specific ways

It focuses on how knowledge is represented

Angie Vanessa Jiménez Sánchez Teaching Language as Communication TLC_301 Listening November 9th, 2023 Universidad Veracruzana