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    Iatefl Bfs Listening - 20220511

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    Priscila Vicente
    This document summarizes a workshop on teaching listening skills. The workshop: - Discussed how listening is processed differently than reading and focused on preparing students for real-world communication demands - Highlighted misconceptions about listening, emphasizing it as an active cognitive process rather than a passive one - Provided tasks for teachers and students to analyze pronunciation differences in natural speech and build confidence listening to authentic materials. The goal was helping teachers design more effective and engaging listening lessons that mirror real-life communication.

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    Iatefl Bfs Listening - 20220511

    Uploaded by

    Priscila Vicente
    31 views25 pages
    This document summarizes a workshop on teaching listening skills. The workshop: - Discussed how listening is processed differently than reading and focused on preparing students for real-world communication demands - Highlighted misconceptions about listening, emphasizing it as an active cognitive process rather than a passive one - Provided tasks for teachers and students to analyze pronunciation differences in natural speech and build confidence listening to authentic materials. The goal was helping teachers design more effective and engaging listening lessons that mirror real-life communication.

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    Iatefl Bfs Listening_20220511

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    This document summarizes a workshop on teaching listening skills. The workshop: - Discussed how listening is processed differently than reading and focused on preparing students for real-world communication demands - Highlighted misconceptions about listening, emphasizing it as an active cognitive process rather than a passive one - Provided tasks for teachers and students to analyze pronunciation differences in natural speech and build confidence listening to authentic materials. The goal was helping teachers design more effective and engaging listening lessons that mirror real-life communication.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    31 views25 pages

    Iatefl Bfs Listening - 20220511

    Uploaded by

    Priscila Vicente
    This document summarizes a workshop on teaching listening skills. The workshop: - Discussed how listening is processed differently than reading and focused on preparing students for real-world communication demands - Highlighted misconceptions about listening, emphasizing it as an active cognitive process rather than a passive one - Provided tasks for teachers and students to analyze pronunciation differences in natural speech and build confidence listening to authentic materials. The goal was helping teachers design more effective and engaging listening lessons that mirror real-life communication.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 25

    IATEFL

    BELFAST
    2022
    DAY 1 LEARNING TO LISTEN
    PREPARING OUR STUDENTS
    17 MAY 22
    FOR THE REAL WORLD

    NEIL BULLOCK
    Today – in theory at least….
    At the end of today’s workshop you will have:
    • Reflected on the process of listening
    • Thought more about what happens when we listen
    • Focussed on how your students can learn to listen
    • Discussed your ideas and practices with colleagues
    • Been introduced to some new ideas
    • Had some fun (hopefully!)
    Let’s go back •Watch and Listen
    to the 1970s…

    •What’s the issue?


    •How do we resolve this?
    •Better pronunciation?
    • Whell, lhets lhisten .... !
    But in the pahst
    …. Whell…
    whatch the
    video
    What about the
    pronunciation?

    What about the


    language?
    Rhight
    …
    • Who teaches Pronunciation? But even using RP…
    • Why?
    “ ‘been dan’ east en’agen hevvun’u
    • Take “Rah’like dis”
    • Off “Filth’n dehprav’tee”
    • Take off Tay - cough
    • Took off Too - cough
    • We’ll take off at 18h30
    • He took off his cap when he entered the room.
    • What’s the problem here with pronunciation?
    • Where’s the link with listening?
    So pronunciation… hmmm!
    But …
    • IATEFL PronSIG
    Why do we focus so much on
    production and not reception?
    • Sub skills of speaking, writing
    • Listening is just… well… listening!!
    How often do we use single
    • Conclusion for typical teaching practice is: words to communicate?
    • Pronounce words correctly
    • Do you speak Swiss German?
    • Listening just happens
    • What skills are we actually teaching?
    • How many people teach strategic skills?
    • Think about specific words your students
    have problems pronouncing
    Over to • How do you deal with this and why?
    you… • Does this affect how the listener processes
    5 mins in the words?
    pairs
    • Now put these same words into spoken word
    clusters + collocations
    • How does the pronunciation change?
    • What happens now?
    • Will the listener recognize the same word
    pronounced differently?
    Listening

    • Written v spoken language!


    • Sound clusters, redundancy, variables. (Douglas-Brown, 1999)
    Misconceptions
    (Douglas Brown 2007)
    Listening – cognition (Field 2013, 2018)
    • 45% of everday life communication is listening
    (Hedge p228)
    Listening – • Printed media > audio
    the processes • Development of effective strategies for language
    Hedge (2000) acquisition
    • Participatory v non-Participatory
    • Interaction v transaction
    • Knowledge
    • Context
    • Background noise/sounds
    • L2 speaker influence
    Listening – the processes
    Hedge (2000)

    Hedge
    •Top down(2000)
    = Language knowledge
    • Hurricane / coast / floods / evacuation / damage
    • The jumper was on the ground…
    … holding his ankle”

    •Bottom up = Personal knowledge


    • “So you made a go-around?”
    • “Yes, the attitude just wasn’t right…
    … we did a left hand visual … the base was 1500, and second attempt
    was fine … Hit the piano keys dead on”
    Implications for the
    classroom?
    Your own
    reflections • Why do your students need to listen?
    • What type of communication do they
    as need?
    • What context will they need to listen?
    teachers • What other skills can they learn at the
    same time?
    • What can be problematic for them?
    • How can they learn together?
    Tasks to help you and your learners

    Recordings from real life Looking at language as it


    is spoken
    Listen to these short extracts

    WHAT DO YOU NOTE DOWN HOW WHAT IS THE HOW DO SS


    HEAR? CERTAIN WORDS DIFFERENCE PERCEIVE THESE
    SOUNDED BETWEEN THE SOUNDS
    WORD YOU SEE
    AND HEAR?
    Task 1 - Listen to these short extracts – 6 words

    • Workshop
    • October
    How easy/difficult What problems
    • Webinar was it to note the might your
    • Topic words? students have?
    • Curriculum What is the
    How could you
    difference
    • Speakers integrate this into
    between the word
    a lesson?
    you see and hear?
    Task 2 - Listen to these short extracts

    What is the
    What do you
    issue here for
    hear?
    listeners?

    • What is relevant here for your


    Three four Free for
    students?
    • How could you integrate this into a
    lesson?
    /th/
    Task 3 - Listen to these short extracts
    • What do you hear in the first
    utterance?

    Daniel, in the … er… candidate


    registration

    • How would you deal with such texts with your learners?
    • What levels would you use this with?
    Task 4 - Listen to these short extracts
    • What words do you hear?
    • What could they be talking about?
    • How can you help Ss decide on
    words?
    • Did you have to concentrate?
    Task 5 - Listen to these short extracts

    What words did you


    Approximately hear that were not
    What helped you
    how much did you pronounced as we
    understand?
    understand? might teach them?

    • Timezin
    • anTokyo
    • Tiem’date dotcom
    • Cross the wurl
    • Hoload’uv’cities
    Say the words How does the rhythm
    individually… of English change the
    then as you sounds?
    Tasks for you would say them How would handle
    and your normally in such language with
    your students –
    word clusters/
    students collocations listening +
    pronunciation.

    Pronunciation It is a nice smell (ice or snice?)


    I can not drive a car (can v can’t?)
    The photographer showed an old photo
    v listening (and old / no? / anole)
    He’s running for the bus (run/running?)
    Find real-life speaking from the internet /
    podcasts / vlogs
    • Context Tasks for you
    • Top down / bottom up and your
    • Background noise
    • Swap pairs & discuss students
    • What words sounded different (see next task)?
    •
    •
    What words did they have problems with?
    Real-life
    Show L2/ELF speakers – difference from EN L1
    Contexts
    Record/Play and get Ss to think about what
    is happening
    Reflections for you the teacher:

    Conclusions
    Listen to real life Give students the
    Record and break
    text where possible opportunity to Match sounds v
    down into chunks
    but not too difficult discuss what they pronunciation.
    and sounds.
    for Ss level. hear.

    Using spoken
    Vary the listening
    Get them to read corpora to see
    Teach them to really tasks according to
    real scripts and collocations =
    listen – concentrate. context and
    listen. Vocab, Syntax, Pron,
    objectives.
    & listening.

    Help your Ss build


    confidence
    Thank you for
    listening!!

    • [email protected]
    • @englishplus3
    • Linked in
    • www.englishplus.ch
    • https://www.researchgate.net/profile/Neil-Bullock
    References
    • Hedge, T. (2000), Teaching and Learning in the Language Classroom. Oxford
    • Field, J. (2013) Cognitive Validity in Geranpayeh, A. and Taylor, L. (ed.) Examining
    Listening – Studies in Language Testing. Cambridge: Cambridge University Press,
    77-151.
    • Field, J. (2018) Understanding the Issues - A cognitive approach to the testing of
    L2 Listening, IATEFL TEASIG PCE presentation, IATEFL conference, Brighton, 9th
    April 2018
    https://tea.iatefl.org/wp-content/uploads/2015/10/Field-John_Understanding-th
    e-beast-IATEFL-TEA-SIG-18.pdf

    • Brown, H. D. (1999) Teaching by Principles. Englewood Cliffs, New Jersey:


    Longman.
    • Brown, H. D. (2007). Principles of language learning and teaching. White Plains,
    MY: Prentice Hall.

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