THEORIES & PRACTICE of TEFL
Director: Professor Mavis Shang
Name & ID: Xavier, Wu 9610008M
Name & ID: Roger, Yu 9610009M
Date: 10/18/2007
Dept. of Applied English of I.S.U.
LISTEN UP!
Aural Comprehension Instruction
Introduction
 Aspects of listening in L.T. & L.L.
 Principles of listening in L.T. & L.L.
 Extensive & Intensive Listening
 Skills and Strategies
 Listening Lesson Sequences
 Time of Q AND A

Introduction –
The Importance of Listening
A Fundamental Skill
 A Vehicle for Teaching of Grammatical
Structure and Vocabulary
 The More Opportunities of Using
 The Best Way for Language Input
 Establish on Different Stages
 Extend Learners’ Vocabulary

Aspects of Listening in L.T. & L.L. (1)

Four Models of Listening—
Role and Purpose
Listening and Repeating #6
 Listening and Answering #7
 Task Listening #8
 Interactive Listening #9

Model 1: Listening & Repeating
GOAL
To pattern-match, To listen and imitate, To memorize.
Instructional material
Audiolingual style, Dialogue memorization, Hearing and
pattern mach.
Procedure
Listen→ Repeat → Memorize
Value#5
Pattern drills, repeat dialogues, memorize conversation.
Model 2: Listening & Answering
GOAL
To process discrete–point information, To listen and
answer question.
Instructional material
Listening-answering model with occasional creative topic.
Procedure
Listen→ Answer → Memorize
Value#5
Increase speed and accuracy of recall, stock of
vocabulary and grammar construction
Model 3: Task Listening
GOAL
To process spoken discourse, To listen and do.
Instructional material
Listening-and-using for response pattern.
Procedure
Listen→ Transmission → Do
Value#5
To engage learners in using the information content
presented in the spoken discourse.
Model 4: Interactive Listening
GOAL
To develop aural/oral skill, To develop critical listening,
thinking, and effective speaking abilities.
Instructional material
Interactive listening-think-speaking model with two-way.
Procedure
Discussion→ Speech→ Reaction → Instant response
Value#5
Communicative skills in four competency areas—
linguistic, discourse, sociolinguistic, strategic competences.
Aspects of Listening in L.T. & L.L.(2)

Three Modes of Communicative
Listening—Active Receptive Skill
Bidirectional Listening Mode. #11
 Unidirectional Listening Mode. #12
 Autodirectional Listening Mode. #13
 Implication for Instruction.

In both of the Two-way mode & One-way
mode.
 Self-dialogue should be used connection both
of them.#27

Bidirectional Listening Mode

Two-way communicative listening

Learners take turns exchanging
Speaker Role and Listener Role
in face-to-face or telephone
interaction.#10
Unidirectional Listening Mode

One-way communicative listening
Input comes from the sources of
overheard conversation, public
performances, telephone answering,
the media.
 Hearing but are unable to interact →
Analyze what we hear→ Talk to
ourselves in a reaction#10

Autodirectional Listening Mode

Self-dialogue communicative listening
Internal roles: Speaker and Listener/
Reactor in our own thought processes.
 Re-create language internally
→Listening again → Retell and Relive
communication.#10

Aspects of Listening in L.T. & L.L (3)

Psychosocial Function of Listening
Transactional Language Function. #15
 Interactional Language Function. #16
 Implication for Instruction.#27

Providing exercises in both TLF Talk AND
ILF Talk.
 Two functions may be Intertwined.
 Instructions→ Listening→ Recognize→
Respond

Transactional Language Function

Message Oriented—Clarity & Precision


For Instructions, Directions, Explaining,
Describing, Inquiring, Requiring,
Checking on correctness of detail.
Business-type Talk

Focus on content and conveying factual
or propositional information.#14
Interactional Language Function

Person Oriented—Identify & Respect


For identifying with other person’s
concerns, maintaining and respecting
“Face”.
Social-type Talk

Focus on casual conversation.#14
Aspects of Listening in L.T. & L.L (4)

Psychosocial Processes of Listening
Bottom-Up Processes. #18
 Top-Down Processes. #19
 Implication for Instruction. #20

Interactional: to interact with teacher and
student.
 Transactional: to assimilate new input of
information, concepts, and skills.
 Purpose, Background knowledge, and Topic. #27

Bottom-Up Processes

Aural Comprehension Process—
Attention to Every Detail Input


Understanding of the “heard” process
Sound→ Words→ Grammatical
Structure→ Lexical meaning.
Bottom to Top

Base on incoming language data.
#17
Top-Down Processes

Aural Comprehension Process—
Prior information about task of
understanding
Internal sources:
Prior knowledge and global expectation
about language.


Top to Down

Prediction and Inference→ Bypass
Bottom-to-Top processing.#17
Richard’s Function & Processes
Interactional
Bottom-Up
1
2
#21
3
Top-Down
4
Transactional
#17
#22
Ex: Bottom-Up Mode

Cell 1:
Listening closely to a joke
(Interactional) in order to know
when to laugh. #20
 Cell 3:


Listening closely to instruction
(transactional) during a first lesson.#20
Ex: Top-Down Mode

Cell 2:


Listening casually to cocktail party
talk (Interactional). #20
Cell 4:

Experienced air traveler listening
casually to verbal air safety
instructions (Transactional) which
have new concepts, and acquire new
skills.#20
Aspects of Listening in L.T. & L.L (5)

Affective Domain—Attitudinal
Information & Emotional Information

Linguistic Cue for Affect


Linguistic Messages#24
Nonlinguistic Cue for Affect
Paralinguistic Message#25
 Extralinguistic Messages#25
 Intellectual, Emotional, and Moral
Attitudes#26

Linguistic Cue for Affect

Linguistic Messages
Choosing words
 Arranging words into sentences
 Being dialogue discourse

Ex:
 That was an (interesting/excellent /good/fair/soso/terrible) movie.
 I like him a lot but…
 Even though she’s my best friend, I must tell you
that…#23
Nonlinguistic Cue for Affect

Paralinguistic Messages
Voice is used in speaking transmits
meaning by different ways.
 Vocal elements: tone, rate, rhythm, stress.#9


Extralinguistic Messages
Body language transmitted words and
vocal information.
 Elements: postures, movements, gestures,

facial expressions, eye contact, talking space.#23
Nonlinguistic Cue for Affect

Intellectual Attitudes

Expression & Comprehension:
agreement/disagreement; confirming/denying;
accepting/ declining; forgetting/ remembering;
possibility/ impossibility; capability/ incapability;
uncertainly; obligation; permission.
Emotional Attitudes
 Moral Attitudes

#23
Aspects of Listening in L.T. & L.L (6)

Listening as a Language Act
Information Processing #10
 Linguistic Functions #14
 Dimensions of Cognitive
processing #17

Principles of Listening Teaching(1)

Three Materials Development
Principles.
Relevance—content and outcome#29
 Transferability/Applicability—can
be used in other courses. #30
 Task orientation—combine language
use tasks and language analysis
activities. #31

Relevance

Content


Outcome


The information input.
Natural use of the information.
Face Validity for Students

Encouraging the intention to learn.#11
Transferability/Applicability

Content Level or Outcome Level


Can be used in other courses
Foster Transfer of Training

The mirror of real life by activities.
Radio
 Television new
 Broadcast#11

Task Orientation(1)

Language Use Tasks

Listen-and-Do communicative
outcomes
Listening and performing actions
 Listening and performing operation
 Listening and solving problems
 Listening and transcribing
 Listening and summarizing information
 Interactive listening and Q/A routines

Task Orientation(2)

Language Use Tasks

A base on Content Experiences
Increase vocabulary
 Increase predictive ability including
Schemata and Scripts.


A base on Operational Experiences

Acquire ability of familiar informationhandling operations.
Task Orientation(3)

Language Analysis Activities

The opportunities to analyze selected
aspects.
Language Structure—Form
 Language Use—Function


To develop personal strategies.

Knowledgeable
Task Orientation(4)

Specific Language Analysis Activities
Analysis of task of fast speed.
 Analysis of phrasing and pause point.
 Analysis monologues and dialogue
exchange.
 Describing and analysis sociolinguistic
dimensions.
 Describing and analysis
communicative strategies.#28

TIME for
Q and A
THANK YOU FOR ATTENTION
See you next week
Principles of Listening Teaching(2)

Communicative Outcomes—An
Organizing Framework
Listening and Performing Actions and
Operations. #37
 Listening and Transferring
Information. #38
 Listening and Solving Problems.#39

Communicative Outcome(1)

Listening and Performing Actions and
Operations—Responses to
Directions/Instructions/Descriptions
Drawing something.
 A map task.
 Selecting work.
 Performing a movement.
 Operating a piece of equipment.
 Carrying out steps in a process.#36

Communicative Outcome(2)
Listening and Transferring Information—

Spoken-to-Written


Taking a message and transferring to another person.
Listening and filling in blanks.
Listening and completing a form or chart.
Listening and
Carrying out steps in a process.
Listening to a how to talk and writing.
Listening to a speech and taking a note.

Spoken-to-Spoken

Listening to directions and passing them.
Listening to part of story and repeating it to others. #36






Communicative Outcome(3)

Listening and Solving Problems—
Games and Puzzles
Words games.
 Number games and story.
 Asking questions.
 careful listening to the completion of the game.
 listening story and settle solutions.
 A jigsaw mystery.
 Comparison shopping task.
 Short descriptions of court case. #36

Principles of Listening Teaching(3)

Communicative Outcomes—
An Organizing Framework
Listening, Evaluating, and
Manipulating Information.#41
 Interactive listening-and-Speaking.#42
 Listening for Enjoyment, Pleasure, and
Sociability.#43

Communicative Outcome(4)

Listening, Evaluating, and
Manipulating Information—
Evaluate and Manipulate








Receiving information and answer questions.
Evaluating information.
Evaluating arguments.
Evaluating cause-and effect information.
Summarizing or gist of information.
Evaluate and combining or considering
information.
Evaluating and extending information.
Organizing unordered information.#40
Communicative Outcome(5)

Interactive listening-and-Speaking—
produce and process
Repetition—Question Asking
 Paraphrase—Different Restatement
 Verification—Confirmation
 Clarification—Explanation
 Elaboration—Additional Information
 Extension—For New Point
 Challenge—Conclusion#40

Communicative Outcome(6)

Listening for Enjoyment, Pleasure,
and Sociability—
Teacher-talk and Student-talk
Songs
 Stories
 Plays
 Poems
 Jokes
 Anecdotes
 Interesting chat#40

Extensive & Intensive Listening
Comparison of the Locations
 Comparison of the Materials
 Comparison of the Advantages
 Comparison of the Disadvantages
 Comparison of Roles of the
Teachers

#45
#46
#47
#48
Location
Extensive Listening
#44
Intensive Listening
Outside Classroom
In the Classroom
Home
Car
Personal stereo
In the Travel


Teacher
Classmates
Materials
Material
Extensive Listening

Tape
Intensive Listening

Reading & Listening
Authentic Material
Native Speaker


Task for Output
Tape Listening #47
Get-Information Task
Learners’ Level



#44

Live Listening
Class talk
Reading aloud
Story-telling
Interviews
Conversations

Procedure of Using Tape Material





Prediction and Gist Task—First Listening
Listen the Tape
Give a Task—Get Information and Listen.
Return the Tape—Detail Comprehension, and
Language Analysis.
Play again—If Students Want to do. #46
Advantages
Extensive Listening
#44
Intensive Listening
More listening Opportunities
Tape
More Language Acquire
To listening different
character
Listening Activities in General
Extremely portable
Schematic Knowledge
Improving Vocabulary
Live Listening
Improving Grammar
Interaction between Speaker
and Listener
To Be Better Reader
Can see who are listen to.
Can adjust speed for listener.

Disadvantages
Extensive Listening
Low motivation due to
wrong level
Language may unnatural
Hard to evaluate
Can not help students

#44
Intensive Listening
Tape

For Big Class hard to ensure
all student can hear equally
well
Do not have Interaction
Live Listening
Spend more time for
Preparation

Roles of Teachers
Extensive Listening
Introducer
What is Purpose
Director
What is go to do…
Supervisor
How to do the task…

#44
Intensive Listening
Organiser

Purpose and Instructions
Machine Operator
Be a good Player
Feedback Organiser
Feedback Session to check the
task.
Prompter
Offering Script Dictation

Process & Skill & Strategy
Higher Level Process.
 Lower Level Process.
 The Comprehension Process.

#19
#20
Information view
 Construct Meaning

Process & Skill & Strategy

Types of Strategies.
Metacognitive Strategy
 Cognitive Strategy
 Socioaffective Strategy
 Top-down Strategy

Process & Skill & Strategy

Different Stages of Skills.
Novice Stage
 Intermediate stage
 Advanced Stage


Different Goals of Skill.
Techniques for Global Listening
 Selective Listening
 Goals and Exercises

Process & Skill & Strategy
Goals of Novice Stage
 Exercises of Novice Stage
 Goals of Intermediate Stage
 Exercises of Intermediate Stage
 Goals of Advanced Stage
 Exercises of Advanced Stage

Goals of Novice Stage
Bottom-Up Processing






Discriminate Intonation in Sentences
Discriminate Phonemes
Listen for Morphological Ending
Recognize Syllable Patterns, Number
of Syllables, and Word Stress
Be Aware of Sentence Fillers in
Informal Speech
Select Details form the Text
Goals of Novice Stage
Top-Down Processing



Discriminate Emotional Reactions
Get the Gist or Main Idea
Recognize the Topic
Goals of Novice Stage
Interactive Processing




Formal or Informal by Speech
Features
Recognize a Familiar word and
Relative Category
Compare Information in Memory with
information
Compare information with experience
Goals of Intermediate Stage
Bottom-Up Processing





Differences Content and Function
Words by Stress Pattern
Find the Stressed Syllable
Recognize Words with Reduced Vowels
or Dropped Syllables
Recognize Words as they are Linked in
the Speech Steam
Recognize Pertinent Details in the
Speech Stream
Goals of Intermediate Stage
Top-Down Processing




Discriminate Register of Speech and
Tones of Voice
Listen to Identify the Speaker or the
Topic
Find Main Ideas and Supporting
Details
Make Inferences
Goals of Intermediate Stage
Interactive Processing



Use Word Stress to Understand the
Speaker’s Intent
Recognize Missing Grammar Markers
in Colloquial Speech and Reconstruct
the Message
Use Context and Knowledge of the
World to Build Listening Expectations;
Listen to Confirm Expectations
Goals of Advanced Stage
Bottom-Up Processing



Use Sentence Stress and Intonation to
Identify Important Information
Recognize Contractions, Reduced
Forms, Differ From the Written Form
Become Aware of Common
Performance Slips that Must be
Reinterpreted or Ignored
Goals of Advanced Stage
Bottom-Up Processing



Become Aware of Organizational Cue in
Lecture Text
Become Aware of Lexical and
Suprasegmental Markers for
Definitions
Identify Specific Points of Information
Goals of Advanced Stage
Top-Down Processing





Use Knowledge to Predict the Content
Use the Introduction to Predict its
Focus and Direction
Use the Transcript to Predict the
Content of the next Section
Find the Main Idea of Segment
Recognize Concepts
Goals of Advanced Stage
Interactive Processing


Use Knowledge of Phrases and
Discourse Markers to Predict the
Content in the next Segment of the
Lecture
Make Inferences about the Text
Listening Lesson Sequences
Interview
 Re-order
 Telephone Message
 Completing the Task
 Sharing and Solving the problem
 Daily Spoken Drill
 The Sound of Music

#52
#53
#55
#56
#62
#64
#58








Give Interview’s Question before
Predict the Interview
Bring a Strangers into classroom (Native Speaker)
Brief the students’ Level
Guess and Write down Questions
Ask Question and Make Notes
Prompt students to ask Follow-up Question
Write a Short Essay about person #51




Listening and put picture in the Order.
To say what may Happening in the picture.
Do not Confirm and Deny their Prediction.
Listen and Re-order for Correctness.


Listen again and check the orders of
correctness.
Teacher should lead student listen
again about some interest point. #51





Teachers make three Simple records of Phone Calls.
Asking students Take Short Messages.
Compare each other to see they have written same thing.
Listening again and Clear up any Problem.
Also can taking message from speaking or other
materials. #51



Listen to Different Tapes.
Share Different Information.
Gather and Share Detail information to
Complete the Task.




Divide into Group A and Group B listening Different Tape
Interview each other
Making Notes and Discuss information
Complete the Form of Task. #51





Leading a Discussion about Topic.
Help students Come up with Sentence Pattern.
Share Personal Experience.
Listen to Material and Look at Picture for
prediction.#58
Discussion and Think for Solving Problem.#58
Three Horror Story on Holiday
#57



Listen ti the Extracts again for the speaker
construct their discourse.
Check Language with teacher before moving on
to use the results of their enquire in a making
conversations activities.
Encourage them to try to Try Out the Language.#60

Listening Extracts can be used for different
purpose—Language Skills, Language Analysis,
Language Production. #51




Be studied for information about How the text
is Constructed.
What Orders certain Functions can occur
within an exchange.
Both Simplified and Authentic text.
About Normal Lives of Everyday Spoken reality.

Looking Transcript and notice real language is.
1) a request for service ( line 1)
2) an acknowledgement of the request and a statement of
the price (line2-3)
3) the handing over of the goods (line4)
4) the giving of money and receiving the change (line5-6)
5) a closure of the encounter (line7-8) #51


Students’ song or Teacher’s song
Pre-discussion → Worksheet#64 → Instructions
→ Compare and Check answers → Listen again
→ Read the answer with song → Asking
question about song → Explanation → Listen
again
TIME for
Q and A
THANK YOU FOR ATTENTION