5.Teaching listening.pptVIP

Teaching Listening Warming up questions In your English learning experience, what are the main difficulties in listening part you have encountered? Do you think listening is very difficult for English learners in China? How do most teachers teach listening? What do you think of this kind of teaching? The focus for today What makes listening so difficult? What do we listen to in our everyday life? What are the characteristics of the listening process? How do people process information in listening comprehension? What are the principles for teaching listening? How can we teach listening effectively? What makes listening so difficult? interviews instructions radio news loudspeaker announcements theatre shows telephone chats committee meetings shopping lessons lectures conversations gossips watching television story-telling (Ur, 1996:105) II. What do we listen to in our everyday life? III. Characteristics of the listening process Informal spontaneous discourse Listener expectation and purpose Looking as well as listening Ongoing, purposeful listener response Speaker attention IV. How do people process information in listening comprehension ( Processes of Teaching Listening) Bottom-up processing Top-down processing Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc. to a final ‘message’. The process of comprehension begins with the message received, which is analyzed at successive levels of sounds, words, clauses, and sentences, until the intended meaning is arrived at. Comprehension is thus viewed as a process of decoding. Examples: Segmenting the stream of speech into constituents – e.g. “abookofmine” consisits of four words Using phonological cues to identify the information focus in an utterance Using grammatical cues to organize the input into constituents – for example, “the book which I lent you” → [the book] [wh