4. Najelu dasun ono igajagi yoja Kopi hanjanui yeoyureul aneun pumgyeok inneun yeoja Bami om ya shimjangi bdeugeowojineun yeoja Geureon banjeon inneun yeoja

5. Top Down and Botton Up Listening Top Down It focuses on macro-features of discourse such as the speaker's purpose and the discourse topic. Botton Up Identify sounds or lexical items according to their linguistic function. Use phonological cues to distinguish between positive and negative sentences or statements and questions.

6. Reciprocal ListeningNon-reciprocal listening Movies https://www.ted.com/ www.esl-lab.com www.listenaminute.com

7. Listening Practice To involve our students in the listening practice we can:  Give students a degree of choice  Let them bring something of themselves to the task  Let students to bring their background knowledge and experiences to the classroom  Give the students the opportunity to develop a reflective attitude

8. RAISING STUDENTS AWARENESS OF THE FEATURES OF REAL-WORLD LISTENING INPUT

9. Somebody told me you once did some busking. Is that right? http://www.voki.com/php/viewmessage/?chsm=3eeb6e3253ef1e3fd7c7631cb f674414&mId=2238150

10. Written text I went busking once in Hong Kong during the summer holidays. However, I am not sure whether it was while I was still at university or after I had just left.

11. FEATURES OF REAL- WORLD LISTENING INPUT THE USE OF TIME- CREATING DEVICES THE USE OF FACILITATION DEVICES THE USE OF COMPENSATION DEVICES

12. TIME CREATING DEVICES Pause fillers: «um», «urh», «eh» Transitions: Likewise, Similarly, however, on the contrary, in addition Repetitions: internal summary Repair conversions (reformulations) Cut-offs (false starts)

13. THE USE OF FALICITATION DEVICES Use of less complex structures Ellipses: «yes, I did» Use of fixed and conventional phrases «you know» «I mean» «well» https://www.youtube.com/watch?v=8GfbZpT9WwA

14. THE USE OF COMPENSATION DEVICES Redundancy in natural speech does allow the listener some processing time. Repetition Reformulation rephrasing

15. FEATURES OF REAL-WORLD LISTENING INPUT THE USE OF TIME- CREATING DEVICES «um», «urh», «eh» THE USE OF FACILITATION DEVICES You know, I mean, well THE USE OF COMPENSATION DEVICES Repetition, reformulation, rephrasing

16. AWARENESS-RAISING EXERCISES Spoken text / written text Students write semi-scripted simulated authentic speeches Brief notes or flow charts Role-play situation Play stracts of students talk Students identify pause fillers, repetition

17. THE CHANGING FACE OF LISTENING

18. Presenting grammar  Presented dialogues about structures (only type of listening practice most learners received).  Effort was place for learners to speak.  In order to follow a conversation, we have to understand what is being said.

19. Late 1960s  Pre-listening: Pre-teaching of all important new vocabulary in the passage  Listening Extensive listening Intensive listening  Post-listening Analysis of the language in the text. Listen and repeat: teacher pauses the tape, learners repeat words

20. PRE-LISTENING  CRITICAL WORDS Pre-teaching has been discontinued. Key words = Absolutely indispensable.  PRE-LISTENING ACTIVITIES Brainstorming Vocabulary Reviewing areas of grammar Discussing the topic

21. LISTENING  THE INTENSIVE/EXTENSIVE DISTINCTION Recording is to be played twice Normalization https://www.youtube.com/watch?v=qz658-9ZOCc https://www.youtube.com/watch?v=Ua7nyAaf3pE  PRESET QUESTIONS W: This coffee is really terrible. M: I couldn't agree more. N: What does the man mean? (A) He would like more coffee. (B) He thinks the woman should complain. (C) He also dislikes the coffee. (D) He thinks the coffee is acceptable.

22.  LISTENING TASKS Labelling, selecting, drawing and form filling. Real Life Reliable way of checking understanding. Individual responses  AUTHENTIC MATERIALS Naturalness of language Real-life listening experience

23.  STRATEGIC LISTENING Listening to a foreign language is a strategic activity. Guess in order to connect: Cautious students Risk takers.

24. Post- Listening

25. How well the students have understood what they listened to.

26. The listen and repeat phase Has been dropped as well, on the argument that it is tantamount to parroting. This is not entirely fair.

27. The post-listening stage comprises all the exercises which are done after listening to the text.

28. Post-listening activities allow the learners to ‘reflect’ on the language from the passage.

29. Activities for Post-Listening

30. Answering multiple-choice or true/false questions to show comprehension of messages.

31. Summarizing

32.  Debates  Interviews  Discussions

33. Listen and Fill in the Blanks Work: http://saberingles.com.ar/listening/218.html

34. http://www.tolearnenglish.com/exerci ses/exercise-english-2/exercise- english-1936.php

35. Teachers need to prepare learners psychologically for the listening activity.

36. Bibliography  http://www.ets.org/toefl/pbt/prepare/sample_qu estions/listening_comprehension_practice_section1 http://www.ets.org/toefl/pbt/prepare/sample_qu estions/listening_comprehension_practice_section1