Najelu dasun ono igajagi yoja
Kopi hanjanui yeoyureul aneun pumgyeok
inneun yeoja
Bami om ya shimjangi bdeugeowojineun
yeoja
Geureon banjeon inneun yeoja
Top Down and Botton Up Listening
Botton Up
Top Down

It focuses on macro-features
of discourse such as the
speaker's purpose and the
discourse topic.


Identify sounds or lexical
items according to their
linguistic function.
Use phonological cues
to distinguish between
positive and negative
sentences or statements
and questions.
Reciprocal Listening
Non-reciprocal listening
Movies
https://www.ted.com/
www.esl-lab.com
www.listenaminute.com
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
RAISING STUDENTS
AWARENESS OF THE
FEATURES OF REAL-WORLD
LISTENING INPUT
Somebody told me you once did some
busking. Is that right?
http://www.voki.com/php/viewmessage/?chsm=3eeb6e3253ef1e3fd7c7631cb
f674414&mId=2238150
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.
THE USE OF TIMECREATING DEVICES
FEATURES OF REALWORLD LISTENING
INPUT
THE USE OF
FACILITATION DEVICES
THE USE OF
COMPENSATION
DEVICES
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)
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
THE USE OF COMPENSATION
DEVICES
Redundancy in natural speech does allow
the listener some processing time.
• Repetition
• Reformulation
• rephrasing
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
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
THE CHANGING FACE OF
LISTENING
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.
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

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

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.
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


STRATEGIC LISTENING
Listening to a foreign language is a strategic activity.
Guess in order to connect:
Cautious students
Risk takers.
PostListening
How well the students
have understood
what they listened to.
The listen and repeat phase
Has been dropped as well,
on the argument that it
is tantamount to parroting.
This is not entirely fair.
The post-listening stage
comprises all the exercises
which are done after
listening to the text.
Post-listening activities allow
the learners to ‘reflect’ on
the language from the
passage.
Activities for
Post-Listening
Answering multiple-choice or
true/false questions to show
comprehension of messages.
Summarizing
Debates
Interviews
Discussions

Listen and Fill in the
Blanks
Work:
http://saberingles.com.ar/listening/218.html
http://www.tolearnenglish.com/exerci
ses/exercise-english-2/exerciseenglish-1936.php
Teachers need to prepare
learners psychologically for
the listening activity.
Bibliography

http://www.ets.org/toefl/pbt/prepare/sample_qu
estions/listening_comprehension_practice_section1