Speaking English Does Not Necessarily Mean Understanding English Hanadi Mirza

What Is Listening Comprehension? What are the Types of Spoken Language?

From Input to Intake Listening Process Let’s Analyze a Recorded Conversation

What’s Happening inside Your Head?

Listening Process 1. Raw Speech  Image Formation 2. Type of Conversation (Lecture, Dialog, Radio news…) 3. Objective of Speakers (Ask Questions, Inform, Suggest…) 4. Use Background Knowledge to Make Cognitive Association  Plausible Interpretations

Listening Process (continue) 5. Assign Literal Meaning to Utterances A: “ Is it Wemberley?” B: “NO, it’s Thursday.” C: “Ah, me too. Let’s have a drink!” 6. Assign Intended Meaning to Utterance – Misunderstanding= Hearer Makes False Assumptions about the Speaker’s Intended Meaning – Understanding= Intended Meaning Matches Speaker’s Literal Utterance 7. What to Retain in Short/Long Term Memory 8. Info Is Retained Conceptually Not in Its Original Form

About Listening TPR= Total Physical Response Difficulties in Listening Comprehension: - Redundancy, Rate of speech, Colloquial Language, - Performance Variables= Pauses, Hesitations, Noise, Voice Clarity, Stress and Intonation, - Distracters: Visual/Auditory Types of Listening Activities in Class

Importance of Motivation Self-Regulated Listeners – Listen for the Gist – Predict – Ask Questions  to Help them Comprehend what They Hear TEACHER  Model and Practice with Students the interactive Listening Model with Its Eight Steps/Stages AIM  help Students Reflect upon the Listening Process away from the Anxiety of Evaluation + Increase Interest in Listening Activities

Importance of Awareness in Learning Listening In L2 Class Cognition versus Metacognition

Cognition= Knowledge of the World PLUS Strategies to Use this Knowledge to Solve Problems Metacognition= Conscious Awareness of this Knowledge and Strategies Eg1. I feel bad but I don’t know why Eg1. Moving your leg (CBT)

Metacognition in Listening Bloom’s Taxonomy= Cognitive Domain  Action Verbs Metacognition= Conscious: 1) Planning(set goal and choose strategy to reach goal) 2) Monitoring (focus attention, I was quiet, I didn’t talk…) 3) Evaluation (check if strategies were effectively used IF effective  understanding IF ineffective  failure in doing task

Listening Lesson Plan 1.Pre-Listening (Planning) 2.Listening (Monitoring) 3.Post-Listening (Evaluating) Kinds of Listening Activities: Dictation, Dictogloss, Situations, Radio News, Lectures Songs (Use of Music  Learn a Language) Part of a Story BUT neither read nor to be read after listening

How to Choose Listening Activities To design Listening Activities, Teacher should DECIDE on SS Responses / Class Performance CLASS PERFORMANCE Reactive(repeat after me), Intensive (intonation, stress), Selective(names of people), RESPONSES Oral, Written, TPR Extensive (note taking Interactive (communication)

Spoken Language - Monolog = lecture radio news,… - Dialog = interpersonal or transactional Fluency versus Accuracy Fluency: - not speed - ability to express one’s ideas logically Accuracy: worry about grammar mistakes

Types of Spoken Activities Role Play, Presentation, Guessing Game, Project What are students going to be evaluated on? Familiarize SS with the evaluation criteria to lower their level of anxiety and provide enough practice  to improve fluency and  to internalize grammatical rules and increase accuracy. Help SS to Develop Good Conversation Skills (be polite, take turns,,…) Improve SS pronunciation using simplified phonetics

From Quarrels to Arguments 1- Quarrel= talk and fight/hit (less than 4 yr) 2- Primitive Argument(5. 5 ½ yr)= state opinion, can’t defend it, no teasing 3- Genuine Argument(7, 7 ½ yr)= opinion and logical support (tape of types of conversations in kids)

Forest Effect of Visualization Result of Conceptualization Draw OR Write about Your Forest

Good vs. Poor Listeners

THANK YOU FOR BEING GOOD LISTENERS Hanadi Mirza