영어교육론 - Teaching Listening

Teaching listening

 

1. types of talk(speech)(dialogue의 경우 language function(purpose) of listening)

① monologue - planned/unplanned

② dialogue - interactional(interpersonal, social relationship), transactional(conveying information)

 

2. type of input

① roughly-tuned input - focus on meaning, can be beyond the student's level

② finely-tuned input - more carefully controlled to student's level in terms of grammar, vocabulary(form)

 

3. characteristics of talks

① reduced forms(morphological contraction, phonological reduction, and elision to avoid bookish quality)

② discourse grammar - spoken discourse에서 쓰이는 간략체 ex) anybody want soup?

③ redundancy(repetition, rephrase, elaboration to make meaning clear) - can provide more processing time

④ performance variables(fillers, hesitation markers, intervals(pausing), corrections) - lower fluency

⑤ prosodic features(stress, intonation, rhythm)

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4. product/process oriented listening

① product oriented listening - Ss focus on what was understood to use it in another activity - listen to learn

+ we can only infer that certain things have been comprehended through student's overt response to speech

② process oriented listening - Ss reflect on their listening process(meta-cognitive) - learn to listen well

 

5. listening strategies - directly contribute to the comprehension and recall of listening input

① cognitive

⑴ listening for gist - to understand only a topic(reading으로 치면 skimming)

⑵ listening for details - to find out several pieces of details(reading으로 치면 scanning)

⑶ listening for summary(condensing task) / ⑷ note-taking - jotting down important words

⑸ selective listening - listening for picking out specific information that has been signalled prior to listening

⑹ inferencing(interpret the meaning beyond the factual information), pre-task에서 배운 내용을 listening task에 적용하는 것도 된다. 왜냐하면 pre-task의 내용이 listening task의 내용에서 between the line을 찾게 만들기 때문

⑺ predicting(predict the content that Ss are about to listen to)

+ predicting의 기능 - schema activation(activate background knowledge), task awareness(Ss think about the task they will attempt), increase Ss' interest

② meta-cognitive

⑴ monitoring - check the comprehension of what is listened or confirm Ss' prediction

⑵ evaluating - check the use of strategies, check on how well they understand the content

 

6. teaching listening procedure

① pre-listening (top-down) - the purpose is to help comprehension

⑴ task awareness(think about the task they'll attempt), activate schema(provide context) - predicting

⑵ language preparation - teaching vocabulary

 

+ teaching vocabulary는 activating schematic knowledge랑 구분해야한다.

⑶ create motivation for listening(give purpose for listening by providing preset questions)

② while-listening (interactive)

⑴ confirm expectation(or prediction)

⑵ get the gists and details(by confirming comprehension - monitoring)

⑶ practice listening strategies

③ post-listening (bottom-up)

⑴ check further understanding of the text (+ evaluating - wrong answers are more informative)

⑵ integration with other skills

⑶ intensive phase for bottom-up skills - focus on form

7. listening performances(practices, techniques) - (strategy는 학생이 사용, performance는 교사가 사용 - 구분!!)

① intensive - focus on components(discrete points), listen multiple times for accuracy, includes bottom-up skills

② selective - listen with purpose for finding specific information that has been signaled prior to listening, different from intensive listening in that the discourse is longer

③ extensive - listen to a longer stretch of speech with a long term goal, for pleasure, top-down understanding

 

8. listening activities

① dictogloss - a collaborative outcome task where Ss work together to practice language forms and reproduce content collaboratively by reconstructing a text which is presented to them orally

- listen twice taking notes for identifying essential elements

- discuss in group to reconstruct(summarize) the text in a written form

- 사실은 문법 활동 + 전통 문법 활동과의 차이점 - interactive, integrative(4skills), context-embedded

② information transfer - with visual support(pre-set diagram, picture-cued), teachers guide students to put the texts into another form, such as a chart, grid, picture, for deep processing of information

⑴ focus on meaning - designed for using strategies to transfer aurally perceived input to visual representation

⑵ without other skills - students do not need to read questions or write answers

 

+ The way to lesson(lower) cognitive processing load - 듣기에선 keyword, picture를 제공, 읽기에선 사전을 허용

그런데 cognitive processing load는 언제 생기지? - unknown words? or unfamiliar topics or activities? - 둘 다

+ The number of lexical content words per clause is referred to as lexical density