1. Teaching Listening

2. Why does listening seem so difficult for students?

3. What do we listen to in everyday life?

4. What are the characteristics of the listening process?

5. What are the principles and models of teaching listening?

6. What are the common activities in teaching listening?

7. Why does listening seem so difficult for students?
Quickly forget what is heard.
Do not recognize words they know.
Understand the words but not the intended message.
Neglect the next part when thinking about meaning.
Unable to form a mental representation from words heard.
Do not understand subsequent parts of input because of earlier problems.

8. the total time an individual is engaged in communication
9% is devoted to writing
16% to reading
30% to speaking
45% to listening

9. listening can be more difficult than reading
different dialects,accents, stresses, rhythms, intonation, mispronunciations, etc;
little or no control over the speed

10. listening can be more difficult than reading
cannot go back and listen again
cannot pause to work out the meaning of the heard material

11. listening can be more difficult than reading
background noise
other tasks:
note-taking, writing down directions or messages

12. Characteristics of the listening process
Listening in real life
Spontaneity
Context
visual clues
listener’s response
speaker’s adjustment

13. Principles and models of teaching listening
Focus on process
Combine listening with other skills
Focus on meaning
Grade difficulty level appropriately

14. Bottom-up model
Listening comprehension is believed to start with sound and meaning recognitions.

15. Top-down model
listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.

16. Interactive Model listening involves both
‘bottom-up’ processing—recognizing sounds of words, phrases or structures
‘top-down’ processing— referring meaning from broad contextual clues and background knowledge.
Comprehension is ‘the result of integration of the information conveyed by the text with information and concepts already known by the listener’ (Rost, 2002:60).

17. Three teaching stages of teaching listening
Pre-listening
While-listening
Post-listening

18. Pre-listening activity
Listening for the gist
Listening for specific information

19. Pre-listening activities
Pre-listening activities should aim to motivate students
activate their prior knowledge
teach key words or key sentences

20. While-listening activities
No specific responses
Not giving students any task
Listen and tick
Tick items as they hear them

21. While-listening activities
Listen and sequence
Find out the order of things  
Listen and act
listen and respond to commands or directions.

22. While-listening activities
Listen and draw
Drawing pictures, diagrams, etc. amusing variations, geometric shapes. 
Listen and fill
Listen and take notes
Listen and summarize

23. types of post-listening activities
Multiple-choice questions
The multiple-choice questions 
Answering questions
Open-ended questions

24. types of post-listening activities
Note-taking and gap-filling
Tidy up the notes
Complete the summary
Dictogloss
Traditional dictation exercise