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
