1. Listening Comprehension Text type Discourse markers Visual support Attention memory Schemata koryhubbell.blogspot.com/2008/07/big-ears.html

2. Listening Rubin’s review, 130 studies, wow! Five factors that affect listening comprehension?? Text type Interlocutor Characteristics Task type Listener Characteristics Process characteristics What stood out most to you?

3. Text type The LOST effect, p. 204 events described in chronological order easier than narratives with flashbacks and interruptions. Visual support, what’s that? Text supported with audio AND video? Visuals consistent with speech? Would this video be easy for students to understand?

4. Shrum and Glisan Standards emphasize three modes of communication Briefly explain the three modes of communication to a partner in the class Which of these do you think is most important? Why?

5. Input Hypothesis What is input? Any example of the target language that students come into contact with Without input there is no output - Rob A. Martinsen, ph.d. LADInputoutput Hola, ¿Cómo te llamas? No, preferiría que el presidente utilizara su poder de otro modo, por ejemplo El País, BBC Mundo, La voz de tu maestra

6. Two types of processes Top down Bottom up Which of these is related to the text and which the reader? Reader/Listener/Viewer Text, includes written/audio/video

7. Text type Why is this video difficult to understand?this video Speed Hard to measure – p. 205 Secules et al. Why is speed hard to measure? Sandhi

8. Text type Why is this video difficult to understand?this video Speed Hard to measure – p. 205 Secules et al. Sandhi Try to pronounce this out loud. What does it say?

9. Text type Why is this video difficult to understand?this video Speed Hard to measure – p. 205 Secules et al. Sandhi Try to pronounce this out loud. What does it say?

10. Text type cont. Two videos Which one is easier to understand? Narration is generally easier than newscasts.

11. Text types and learner background cont. Why difficult or not? Topic Schemata/Background Baseball study, Background knowledge trumps IQ Word order, Grammatical difficulty

12. Selecting Texts Things to keep in mind… Degree of contextual support Organization Story like and/or dialogue help Level of interest and background knowledge How challenging? Keep in mind zpd.

13. Authentic texts = good Really? But they can’t read Don Quijote yet. What should they do? Edit the Task, not the Text First year Spanish class What kinds of tasks can you ask them to do with this?

14. Listener Variables Attention p. 207 – More is better Effective listeners – aware when they stop listening, redirect attention. Less effective listeners – come to hard parts and stop, but unaware they stop. Affect, Aneiro Diss. – High Apprehension = Bad listening Infer causality?