Language Learning Listening Comprehension
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Questions and Answers

Which of the following is NOT a challenge that learners might face when listening to a language they are learning?

  • Keeping up with the speed of native speakers
  • Distinguishing between different grammatical structures (correct)
  • Understanding the pronunciation of unfamiliar words
  • Recognizing the attitudes and emotions being expressed

    • Knowing all the grammar and vocabulary of a language guarantees fluency in listening comprehension.

    False (B)

    Match the following challenges faced by language learners with the corresponding examples from the text:

    People speak too fast to follow = They can't work out details of what is being said. They can't tell where words start and stop = They don't know what attitudes people are expressing. They can't get even a general sense of the message = People pronounce words they just don't recognise. People pronounce words they just don't recognise = They can't tell where words start and stop.

    What is the main purpose of the example telephone conversation provided in the text?

    <p>To highlight common challenges faced by language learners in listening comprehension (B)</p> Signup and view all the answers

    The text suggests that the example telephone conversation is a scripted dialogue, emphasizing a clear and slow pronunciation for learners.

    <p>False (B)</p> Signup and view all the answers

    What phrase does the receptionist use to indicate that she will pass on Ruby's message to Mrs. Sayers?

    <p>I'll pass on your message.</p> Signup and view all the answers

    Background knowledge about the world, the genre, and longer sections of text are essential for effective listening comprehension.

    <p>True (A)</p> Signup and view all the answers

    What is the main idea of the text?

    <p>A combination of top-down and bottom-up strategies are crucial for effective listening. (B)</p> Signup and view all the answers

    When we listen, we adopt a ______ combination of top-down and bottom-up strategies.

    <p>continually varying</p> Signup and view all the answers

    What does the text suggest as a possible reason for going back and reviewing a segment of text you've just heard?

    <p>When something isn't clear, we can review the previously heard segment to better understand its components.</p> Signup and view all the answers

    The text suggests that many teachers now believe that the majority of listening in real life is:

    <p>Top-down based (A)</p> Signup and view all the answers

    Match the following listening tasks with their corresponding descriptions:

    <p>Predict the specific content = Hypothesize specific issues that might be raised in the listening text. Discuss the general topic = Engage in brainstorming about the overall theme of the listening text. Gist listening for overview = Get a general understanding of the content without focusing on specific details. Gist listening for attitudes = Interpret non-verbal cues like intonation and paralinguistic features to understand the speaker's emotions or intentions.</p> Signup and view all the answers

    What is the main purpose of the 'Possible route map for a listening lesson' diagram?

    <p>The diagram provides a suggested sequence for a listening lesson, starting with general overview tasks and gradually focusing on smaller, more detailed language features.</p> Signup and view all the answers

    The text suggests that a single listening lesson should always include all of the tasks mentioned in the 'Possible route map for a listening lesson' diagram.

    <p>False (B)</p> Signup and view all the answers

    What is the suggested method for planning a top-down listening lesson?

    <p>The text recommends choosing a listening text, ignoring any accompanying tasks, and planning a top-down lesson using the outlined procedure, which involves a gradual progression from general understanding to specific details.</p> Signup and view all the answers

    What listening activity is specifically recommended for Intermediate or higher level learners?

    <p>News Headlines (A)</p> Signup and view all the answers

    Jigsaw listening requires the use of separate CD players for each group of learners.

    <p>True (A)</p> Signup and view all the answers

    In a jigsaw listening activity, learners work in small groups and then meet up with others from different groups to ______ their understanding of different parts of the recording.

    <p>share</p> Signup and view all the answers

    What is the suggested task for a jigsaw listening activity involving three different viewpoints of a single event?

    <p>The task is for learners to work out what actually happened by piecing together the information from the different viewpoints.</p> Signup and view all the answers

    Which of the following could be a possible event for a jigsaw listening activity with three different viewpoints?

    <p>All of the above (D)</p> Signup and view all the answers

    What type of additional materials might be useful for a jigsaw listening activity involving a single event?

    <p>Depending on the event, useful materials could include a location map, a diagram of a room, photographs, or audio clips, to provide context and enhance understanding.</p> Signup and view all the answers

    Traditional reading comprehension exercises emphasize reading for detail and intensive reading, which involves understanding every word and answer comprehension questions.

    <p>True (A)</p> Signup and view all the answers

    Which of the following is NOT a characteristic of extensive reading?

    <p>Focusing on understanding every word (B)</p> Signup and view all the answers

    The technique of quickly scanning a text to locate a specific piece of information, such as a name or date, is called ______.

    <p>scanning</p> Signup and view all the answers

    What are the two main types of reading activities designed to increase reading speed?

    <p>Skimming and scanning</p> Signup and view all the answers

    Which of the following is NOT a typical task for skimming?

    <p>Understanding every word in a paragraph (B)</p> Signup and view all the answers

    Match the following reading strategies with their respective descriptions:

    <p>Skimming = Quickly reading to find a specific piece of information Scanning = Reading quickly to grasp the general idea of a passage Intensive reading = Reading closely to understand every detail in a text Extensive reading = Reading fluently and quickly for pleasure or general understanding</p> Signup and view all the answers

    Skimming and scanning are considered 'bottom-up' reading strategies, focusing on individual words and phrases.

    <p>False (B)</p> Signup and view all the answers

    Describe a suitable reading task for a tourist leaflet that would encourage students to read quickly rather than focusing on every word.

    <p>Ask students to find specific information, such as the opening hours of a museum or the cost of a specific activity.</p> Signup and view all the answers

    Which of the following activities is considered a less satisfactory reading task based on the text?

    <p>Reading a page of classified ads and looking up every unknown word (C)</p> Signup and view all the answers

    A useful test for evaluating the effectiveness of reading (or listening) tasks is to determine how far they ______ real-life uses of the same text.

    <p>reflect</p> Signup and view all the answers

    Explain why finding the word 'over' on the front page of an online newspaper is a potentially useful reading activity.

    <p>It encourages scanning skills, which are necessary for finding specific information in a text.</p> Signup and view all the answers

    Reading a short extract from a novel and answering five multiple-choice comprehension questions about fine points of detail is a good example of extensive reading.

    <p>False (B)</p> Signup and view all the answers

    What is the key takeaway from the text regarding reading strategies?

    <p>A variety of reading strategies should be used, not just intensive reading, to develop effective reading skills. (C)</p> Signup and view all the answers

    Why is it important to teach students different reading techniques, such as skimming and scanning?

    <p>Because these techniques help students read quickly and efficiently, allowing them to find specific information or understand the main points of a text without focusing on every word.</p> Signup and view all the answers

    The main purpose of reading for detail, or intensive reading, is to ______ and accurately understand details in a text.

    <p>uncover</p> Signup and view all the answers

    Intensive reading and extensive reading are mutually exclusive and should not be used together.

    <p>False (B)</p> Signup and view all the answers

    What is the primary focus of the task-feedback circle in listening lessons?

    <p>To improve listening skills through repeated tasks (C)</p> Signup and view all the answers

    It is more effective to combine listening and writing tasks for lower-level students.

    <p>False (B)</p> Signup and view all the answers

    What should teachers avoid asking after setting a clear task?

    <p>Unfair questions</p> Signup and view all the answers

    In real-life listening situations, conversations are predominantly ________.

    <p>interactive</p> Signup and view all the answers

    Match the following parts of the task-feedback cycle with their descriptions:

    <p>Lead-In = Introduction to the topic Feedback on task = Discussion of task results Set clear task = Define what students will listen for Conclude = Wrap up the lesson and review learning</p> Signup and view all the answers

    What is a recommended approach for planning listening lessons?

    <p>Use a graded sequence of tasks (B)</p> Signup and view all the answers

    The task-feedback cycle should include revisiting the recording multiple times.

    <p>True (A)</p> Signup and view all the answers

    What type of tasks should be introduced first to students during listening activities?

    <p>Simple tasks</p> Signup and view all the answers

    Teachers should ________ the task, not the material.

    <p>grade</p> Signup and view all the answers

    Match the listening task types with their descriptions:

    <p>General overview tasks = Check for understanding of main ideas Detailed tasks = Focus on specific information Language-focus tasks = Analyze language use in context</p> Signup and view all the answers

    What kind of material should students ideally listen to?

    <p>Interactive and relevant conversation (C)</p> Signup and view all the answers

    It is important to consider the real-life applicability of audio material when planning listening lessons.

    <p>True (A)</p> Signup and view all the answers

    What is one suggested reason for using recordings in listening lessons?

    <p>To improve listening abilities</p> Signup and view all the answers

    What is the first task in the logical progression of tasks when teaching listening skills?

    <p>Play a recording (A)</p> Signup and view all the answers

    What is the main purpose of designing listening tasks?

    <p>To help students improve their listening skills for real-life applications (D)</p> Signup and view all the answers

    The bottom-up approach focuses on understanding the big picture rather than individual sounds.

    <p>False (B)</p> Signup and view all the answers

    What type of listening focuses on understanding the general meaning or gist of a text?

    <p>Gist listening</p> Signup and view all the answers

    Getting the right answer in listening tasks is the most important goal.

    <p>False (B)</p> Signup and view all the answers

    Listening using background knowledge and predictions is known as _____ strategies.

    <p>top-down</p> Signup and view all the answers

    What is one guideline for improving listening skills in class?

    <p>Keep the recording short.</p> Signup and view all the answers

    Match the listening strategy to its description:

    <p>Top-down = Using background knowledge to predict content Bottom-up = Focusing on individual sounds and words Gist listening = Understanding the overall meaning Listening for detail = Catching precise information</p> Signup and view all the answers

    The listening task should be ______, but achievable.

    <p>difficult</p> Signup and view all the answers

    What is a primary goal when setting the first listening task?

    <p>To give students confidence (C)</p> Signup and view all the answers

    Which task could be used to assess listening comprehension effectively?

    <p>Argue against a proposition based on what you heard (A)</p> Signup and view all the answers

    Listeners should begin by identifying each individual sound before understanding the whole message.

    <p>False (B)</p> Signup and view all the answers

    Students should be encouraged to discuss answers together before confirming them.

    <p>True (A)</p> Signup and view all the answers

    What kind of knowledge helps listeners predict the structure of a text before listening?

    <p>Previous knowledge</p> Signup and view all the answers

    What is the term for focusing on the listening process rather than just getting the right answer?

    <p>Process rather than product</p> Signup and view all the answers

    The technique 'Grade the task, rather than the _______' suggests focusing on task difficulty rather than recording complexity.

    <p>recording</p> Signup and view all the answers

    When we can't catch some words, we _____ what we think was there using our knowledge.

    <p>hypothesise</p> Signup and view all the answers

    Which strategy is primarily concerned with finding a word that cannot be caught clearly?

    <p>Listening for detail (C)</p> Signup and view all the answers

    Which of the following is NOT a recommended strategy for listening tasks?

    <p>Have students immediately answer without discussion (C)</p> Signup and view all the answers

    It is easier to understand speech by analyzing each component sound of a phrase.

    <p>False (B)</p> Signup and view all the answers

    What should teachers do if students are completely stuck?

    <p>Provide hints instead of giving answers.</p> Signup and view all the answers

    What is one benefit of making predictions about listening texts before actually listening?

    <p>Better understanding</p> Signup and view all the answers

    Match the task with its description:

    <p>Choose the correct picture = Visual comprehension task Take down a message = Note-taking task Argue against a proposition = Critical thinking and discussion Label a picture = Identification task</p> Signup and view all the answers

    A common task in listening is to interpret a _____ of speech.

    <p>long section</p> Signup and view all the answers

    What is an essential question to ask after students provide answers?

    <p>What do you think of Claire's answer? (C)</p> Signup and view all the answers

    What can help listeners make better sense of the content of a listening exercise?

    <p>Having some idea about the topic (D)</p> Signup and view all the answers

    It's important not to change requirements halfway through a task.

    <p>True (A)</p> Signup and view all the answers

    What is one of the examples of a listening task mentioned?

    <p>Follow the route on the map.</p> Signup and view all the answers

    What is one potential issue with asking comprehension questions after a listening exercise?

    <p>Students may not remember everything they heard (D)</p> Signup and view all the answers

    Providing students with the text during a listening exercise ensures they will focus on listening.

    <p>False (B)</p> Signup and view all the answers

    What should listening activities ideally do for students?

    <p>Help improve their listening skills</p> Signup and view all the answers

    The approach of giving students questions before playing the recording is referred to as __________.

    <p>task before audio</p> Signup and view all the answers

    Match the listening tasks to their descriptions:

    <p>Selecting a type of conversation = Determine the relationship between speakers Identifying an advertisement = Connecting to the context of the recording Checking a notepad = Verifying accuracy of information Arranging sentences = Organizing information logically</p> Signup and view all the answers

    What is one of the main goals of effective listening exercises?

    <p>To help students catch needed information (C)</p> Signup and view all the answers

    Students should be encouraged to understand every word when listening.

    <p>False (B)</p> Signup and view all the answers

    Why is it important to create a non-threatening environment during listening exercises?

    <p>To help students feel comfortable and improve their listening skills</p> Signup and view all the answers

    To assess listening comprehension, students should answer questions that require them to capture __________ details.

    <p>specific</p> Signup and view all the answers

    What could be a more realistic listening task?

    <p>Inferencing the general nature of a conversation (B)</p> Signup and view all the answers

    The recommended approach emphasizes listening to understand general messages rather than just memorizing answers.

    <p>True (A)</p> Signup and view all the answers

    What is a key characteristic of a 'task before audio' technique?

    <p>Providing students with questions before the audio is played</p> Signup and view all the answers

    In the revised lesson plan, after listening, the teacher should __________ if students did not find the answers.

    <p>play the recording again</p> Signup and view all the answers

    What is NOT a recommended listening task?

    <p>Finding answers from printed text (D)</p> Signup and view all the answers

    Students should be familiar with the questions before engaging in listening tasks.

    <p>True (A)</p> Signup and view all the answers

    What type of information should students aim to capture during listening exercises?

    <p>Main story or specific details</p> Signup and view all the answers

    What is the purpose of 'live listening' activities in the classroom?

    <p>To create an engaging and interactive listening experience (B)</p> Signup and view all the answers

    Reading to oneself is not considered a receptive skill.

    <p>False (B)</p> Signup and view all the answers

    List one benefit of having students listen to live speakers in class.

    <p>It provides exposure to natural conversational patterns.</p> Signup and view all the answers

    In live listening, students should have a clear task while listening, for example, to note down the main ______ that each speaker makes.

    <p>points</p> Signup and view all the answers

    What is a common problem faced by learners when reading in a foreign language?

    <p>Need to constantly refer to a dictionary (B)</p> Signup and view all the answers

    Teachers often find it useful to create their own recordings to enhance classroom learning.

    <p>True (A)</p> Signup and view all the answers

    What is one suggested strategy for preparing a live listening session?

    <p>Invite a colleague to join and have a clear topic for discussion.</p> Signup and view all the answers

    Difficulties in reading foreign languages include taking a long time to get through ______.

    <p>sentences</p> Signup and view all the answers

    Match the following techniques with their descriptions:

    <p>Home recording = Teachers create personalized audio materials. Guest stars = Students engage with an improvised character. Live listening = Real-time conversations in the classroom. Task-feedback circle = An interactive method for discussing understanding.</p> Signup and view all the answers

    Which of the following is a challenge learners might face when reading in a foreign language?

    <p>Feeling lost despite understanding individual words (D)</p> Signup and view all the answers

    Improvised conversations are less effective for teaching than scripted dialogues.

    <p>False (B)</p> Signup and view all the answers

    Why might a teacher choose to conduct a 'diary' listening activity?

    <p>To teach students about scheduling and time management.</p> Signup and view all the answers

    One can reduce the challenges of reading by focusing on ______ rather than individual word meaning.

    <p>context</p> Signup and view all the answers

    What is a benefit of 'jigsaw listening' activities?

    <p>It enhances student collaboration and engagement (C)</p> Signup and view all the answers

    What is the main benefit of extensive reading?

    <p>Developing fluency and comprehension (A)</p> Signup and view all the answers

    Reading aloud in class is always an effective method for promoting reading comprehension.

    <p>False (B)</p> Signup and view all the answers

    Which of the following tasks is considered more realistic for scanning advertisements?

    <p>Finding particular items like a second-hand TV (A)</p> Signup and view all the answers

    What are two key factors that contribute to the effectiveness of extensive reading?

    <p>The material should be self-chosen and genuinely relevant and interesting to the learner.</p> Signup and view all the answers

    Procedure 4 represents a useful way of teaching students the nuances of reading.

    <p>True (A)</p> Signup and view all the answers

    What is the goal of extensive reading?

    <p>To improve language learning through reading longer texts over time.</p> Signup and view all the answers

    The text suggests that a classroom library should include items that are ______ and ______ for the specific class.

    <p>relevant and suitable</p> Signup and view all the answers

    Match the following reading activities with their descriptions:

    <p>Reading round the class = Different students take turns reading short sections aloud. Students read to each other = Students work in small groups or pairs, reading and discussing together. You tell the story in your own words = The teacher reads the chapter and retells it to the class without notes. Silent speed-reading and reporting = Students quickly read a chapter and then share their understanding and impressions.</p> Signup and view all the answers

    Students should be shown approaches to reading that allow them to read fluently without worrying about catching every ______.

    <p>nuance</p> Signup and view all the answers

    Match the reading procedures with their purposes:

    <p>Procedure 1 = Scans for general understanding Procedure 2 = Tests comprehension through questioning Procedure 3 = Involves realistic purposes for reading Procedure 4 = Emphasizes fine details and nuances</p> Signup and view all the answers

    How does extensive reading contribute to an increase in linguistic confidence?

    <p>By allowing learners to discover language naturally through engaging texts (C)</p> Signup and view all the answers

    The text suggests that graded readers are primarily designed for developing reading fluency.

    <p>True (A)</p> Signup and view all the answers

    Which type of reading task allows students to locate specific information?

    <p>Scanning (B)</p> Signup and view all the answers

    Reading tasks should exclusively reflect real-life purposes for maximum effectiveness.

    <p>False (B)</p> Signup and view all the answers

    Name three types of resources, besides readers, that can be included in a classroom library to support extensive reading.

    <p>Magazines, newspapers, and leaflets.</p> Signup and view all the answers

    What is a common outcome from following up a reading task?

    <p>Engagement in role play, debate, or writing tasks.</p> Signup and view all the answers

    The author argues that extensive reading should primarily focus on ______ and ______ rather than focusing on comprehension exercises.

    <p>enjoyment and moving on</p> Signup and view all the answers

    Match the following extensive reading activities with their descriptions:

    <p>Predict what happened before = Students start reading in the middle of a book and imagine what happened before the current page. Use a key section as dictation = The teacher dictates a significant section of the story, challenging students' listening comprehension. Improvise character behavior = Students imagine how characters from the story would act in different situations, promoting creative thinking. Draw a scene from the story = Students create visual interpretations of scenes from the story, allowing for personalized understanding. Interview characters = Students role-play interviews with characters from the story, exploring their thoughts and motivations.</p> Signup and view all the answers

    Tasks that focus on meaning generally help students ______ arguments or compare viewpoints.

    <p>discuss</p> Signup and view all the answers

    Match the types of reading tasks with their descriptions:

    <p>Skimming = Checking text against predictions Scanning = Finding specific pieces of information Detail-oriented tasks = Answering questions about meaning Vocabulary tasks = Using dictionaries or context clues</p> Signup and view all the answers

    What does the text suggest as a possible reason why traditional round-the-class reading may not be effective?

    <p>All of the above (D)</p> Signup and view all the answers

    What is one task students could perform before reading a text?

    <p>Make predictions based on illustrations or headlines (D)</p> Signup and view all the answers

    The text explicitly states that extensive reading is the only effective way to promote language learning.

    <p>False (B)</p> Signup and view all the answers

    Procedure 3 promotes students reading leaflets for purposes that mirror real-life scenarios.

    <p>True (A)</p> Signup and view all the answers

    What is one way that a teacher can encourage a 'book club' environment in the classroom?

    <p>By allowing students to choose books, discuss favorites, share them with each other, and write recommendations.</p> Signup and view all the answers

    One of the suggested alternatives to round-the-class reading is for students to read ______ to each other.

    <p>silently</p> Signup and view all the answers

    What type of exercise is typically found in exams according to the content?

    <p>Demanding comprehension tests.</p> Signup and view all the answers

    The task-feedback circle is used to plan a ______ reading lesson.

    <p>basic</p> Signup and view all the answers

    What should teachers avoid in their reading practices to prevent a narrow view of reading?

    <p>Emphasizing only detailed comprehension exercises (A)</p> Signup and view all the answers

    Flashcards

    Receptive skills

    Skills that involve understanding input, namely listening and reading.

    Listening challenges

    Problems that affect comprehension in listening, like fast speech or unclear pronunciation.

    Authentic listening material

    Realistic audio designed to sound spontaneous and natural.

    Listening improvement tasks

    Activities aimed at enhancing students' listening comprehension skills.

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    Key details in listening

    Specific pieces of information that listeners need to identify and understand.

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    Understanding attitudes

    The ability to interpret the feelings or tone expressed in spoken language.

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    Role of intonation

    The rise and fall in pitch while speaking, important for conveying meaning.

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    Listening lesson procedure

    A structured approach to conducting lessons that teach listening skills.

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    Task design

    Creating activities that reflect real-life needs or future skills.

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    Task-feedback circle

    A cycle of tasks and feedback helping improve skills and comprehension.

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    Listening tasks

    Exercises where students practice understanding spoken language.

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    Process over product

    Prioritize the learning process rather than just the correct answer.

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    Short recordings

    Using brief audio segments to facilitate focused listening.

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    Collaborative discussion

    Letting students talk about their answers together for deeper understanding.

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    Replaying recordings

    Playing audio multiple times for better comprehension and retention.

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    Grading the task

    Adjusting task difficulty based on student ability, not the recording level.

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    Authentic recordings

    Using real-world materials to enhance listening experience.

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    Listening comprehension improvement

    Enhancing understanding through repeated audio exposure and active engagement.

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    Engaging tasks

    Activities that challenge students but are achievable.

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    Feedback integration

    Using student responses to inform next steps in learning.

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    Listening strategy variety

    Utilizing different listening exercises for skill diversification.

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    Skill-building tasks

    Exercises designed to develop specific listening and communication skills.

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    Active listening

    Consciously focusing on the speaker and responding appropriately.

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    Ineffective Listening Approach

    A method focused on memory recall rather than comprehension in listening tasks.

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    Listening Comprehension

    Understanding spoken language during listening activities.

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    General Overview

    The main message or idea conveyed in a conversation.

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    Specific Details

    Particular pieces of information, like names and numbers, from a conversation.

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    Question First Technique

    Giving students questions before listening to guide their focus during the task.

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    Realistic Listening Tasks

    Listening activities that mimic real-world situations.

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    Text Handout Issue

    Providing written text can turn a listening task into a reading task.

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    Listening Improvement

    Helping students enhance their listening abilities through effective tasks.

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    Listening Activity Checklist

    Guideline to create effective listening tasks for students.

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    Task Before Audio

    A teaching strategy where tasks are set before listening begins.

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    Feedback Loop in Listening

    Check answers after listening to reinforce comprehension.

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    Assessing Listening Context

    Evaluating whether conversations are between familiar people or strangers.

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    Engaging Listening Activities

    Tasks designed to keep students interested and motivated during listening.

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    Listening for Purpose

    Focusing on a goal while listening, such as finding specific information.

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    Details vs. Generalities

    Distinction between grasping the main idea and catching particular facts in listening.

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    Types of Listening

    Gathering specific details or understanding the gist.

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    Replay Strategy

    Playing recordings multiple times for different tasks.

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    Overburdening Students

    Giving students too many tasks at once makes learning difficult.

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    Contextual Relevance

    The importance of aligning listening tasks with students' experiences.

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    Interactive Listening

    Listening in real life where feedback is possible.

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    Graded Tasks

    Sequencing listening tasks from simple to complex.

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    Clear Task Setting

    Clearly defining what students need to listen for.

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    Procedural Focus

    Focusing on processes over end results in listening practice.

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    Task Sequence

    Progressing from general to detailed tasks in lessons.

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    Real-life Listening

    Listening scenarios that replicate actual experiences.

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    Top-down Processing

    Using context to understand details in listening.

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    Detailed Questions

    Asking specific questions to focus listening attention.

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    Follow-up Activities

    Activities to reinforce learning after listening tasks.

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    Feedback is Crucial

    Feedback helps assess whether students understood the task.

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    Top-down listening

    An approach where listeners use background knowledge to interpret meaning.

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    Bottom-up listening

    An approach that focuses on understanding individual sounds, words, and sentences.

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    Chunking

    Processing information in manageable segments during listening.

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    Gist listening

    Listening for the overall idea or summary without focusing on details.

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    Predictive skills

    The ability to guess content or structure before listening based on context.

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    Listening for attitudes

    Interpreting the feelings or tones expressed through voice nuances.

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    Jigsaw listening

    A cooperative activity where learners piece together separate audio parts to understand the whole.

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    Gist listening for overview

    Students listen for a general understanding without worrying about specifics.

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    Careful listening

    Focused listening where students interpret smaller segments and details.

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    Intonation awareness

    Understanding the rise and fall in speech that conveys meaning and feelings.

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    Pre-listening tasks

    Activities designed to prepare students for the content they'll hear.

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    Listening strategies

    Techniques that aid comprehension during listening activities, balancing top-down and bottom-up.

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    Organizational structure in listening

    Understanding how a speaker organizes their ideas during a phone-in or discussion.

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    Listening lesson design

    Planning lessons that combine various listening skills and strategies.

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    Communicative Activity

    An interactive task that engages students using a topic, like travel problems.

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    Listening for Detail

    Listening carefully to catch specific information or words.

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    Bottom-Up Processing

    Building understanding from small components, like sounds and words.

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    Prediction in Listening

    Making educated guesses based on prior knowledge before listening.

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    Overcoming Gaps

    Inferring or filling in missed information when listening.

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    Lexical Sets

    Groups of words associated with a specific topic aiding prediction.

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    Typical Interaction Patterns

    Common sequences in dialogues that help comprehension.

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    Background Knowledge

    Prior information or experience that supports understanding new content.

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    Listening Framework

    Mental structure set before listening to help organize information.

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    Interchangeable Stages

    Phases in a lesson that can be arranged in different orders without losing flow.

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    Intensive Listening

    Focusing deeply on the details and nuances of what is being said.

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    Reading for Detail

    Intensive reading focused on understanding every part of a text.

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    Skimming

    Reading quickly to get the gist of a passage.

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    Scanning

    Looking over text to find specific information without in-depth reading.

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    Extensive Reading

    Fluent, faster reading often for enjoyment, not detailed comprehension.

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    Intensive Reading

    Reading closely to gain detailed understanding, often with questions.

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    Reading Strategies

    Techniques to improve reading efficiency and understanding.

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    Real-Life Reading

    Reading materials similarly to how we do in everyday life, not in class.

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    Reading Tasks

    Specific activities designed to guide how students read a text.

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    Comprehension Questions

    Questions aimed at testing understanding of a text's details.

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    Key Information

    Important facts or details that a reader needs to identify.

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    Reading Techniques

    Methods taught to improve speed and understanding in reading activities.

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    Cognitive Processing

    Mental processes involved in understanding text structure and meaning.

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    Reading Comprehension

    The ability to understand and interpret written text.

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    Fluent Reading

    Reading efficiently and with minimal effort, focusing on overall meaning.

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    Realistic Reading Tasks

    Reading tasks that reflect actual situations or purposes from life.

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    Scanning Exercise

    A task focusing on quickly finding specific information in a text.

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    Skimming Tasks

    Activities that involve reading quickly to grasp the main idea or gist.

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    Top-down Reading Approach

    Reading from general ideas to specific details to understand context.

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    Pre-reading Activities

    Tasks designed to prepare students for reading by activating prior knowledge.

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    Fast Reading for Gist

    Tasks that help students quickly understand the main idea from a text.

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    Meaning-focused Tasks

    Exercises that involve understanding general meanings or key points in a text.

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    Detailed Meaning Tasks

    Activities focusing on in-depth understanding of specific details in a text.

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    Finer Points of Detail

    Understanding subtle meanings and nuances within a text.

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    Post-text Activities

    Follow-up tasks after reading that consolidate learning and discussion.

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    Role Play After Reading

    Acting out scenes or dialogues relevant to the text for deeper understanding.

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    Creating Questions from Text

    Developing questions based on the content read to stimulate discussion.

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    Extensive Reading Benefits

    Reading longer texts over time greatly enhances language learning.

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    Live Listening

    Listening to real people in class instead of recordings for practice.

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    Home Recording

    Creating personal audio for classroom use to enhance relevance.

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    Guest Stars Activity

    Inviting a character to speak in class for students to guess who they are.

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    Reading Challenges

    Common difficulties encountered when reading in a foreign language.

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    Controlled Reading Speed

    Readers can adjust how fast they read a text unlike listening.

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    Meaningful Monologue

    A structured speech by a character that prompts student interaction.

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    Impromptu Conversations

    Spontaneous dialogues that enhance listening skills.

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    Listening Task Design

    Creating activities specifically for listening skills development.

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    Feedback and Review

    Integrating student responses to inform upcoming lessons.

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    Asynchronous Listening Exercise

    Listening activities where students can choose their timing.

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    Contextual Listening

    Understanding conversations based on the relationship between speakers.

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    Reading to Oneself

    A method of silent reading that focuses on comprehension.

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    Role of Recording Quality

    The importance of good audio quality in classroom recordings.

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    Linguistic confidence

    Increased belief in one's ability to use a language.

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    Self-chosen reading material

    Texts selected by learners that interest them.

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    Graded readers

    Books designed with controlled vocabulary and grammar levels for learners.

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    Comprehension checks

    Questions or tasks assessing understanding after reading.

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    Reading aloud alternatives

    Different methods to share a text besides round-robin reading.

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    Character interviews

    An activity where students interview each other in character roles.

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    Story mapping

    Creating visual representations of characters and plot relationships.

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    Dramatic improvisation

    Students act out scenes based on a text without a script.

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    Discussion groups

    Small group discussions to talk about a text or character.

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    Speed reading exercises

    Quick reading activities followed by group feedback.

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    Creative reading activities

    Tasks enhancing the experience of reading, like drawing or acting.

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    Book clubs

    A group setting where students choose and discuss books together.

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    Silent reading time

    Class time dedicated solely to reading without interruptions.

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    Engagement through relevance

    Choosing reading materials that relate to students' interests.

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    Study Notes

    Approaches to Listening

    • Listening Comprehension Challenges: Even with strong grammar and vocabulary, listening comprehension can be difficult due to factors like:
      • Speakers who talk too quickly
      • Difficulty discerning where words begin/end
      • Unfamiliar pronunciations
      • Inability to extract details/gist
      • Difficulty understanding attitudes/emotions conveyed
    • Unsatisfactory Listening Lesson Example: A lesson using a recorded telephone conversation showcases common flaws:
      • Focus on Memory: The lesson tests memory, rather than developing listening skills. Questions weren't connected to how people naturally listen
      • Cold Feedback: The lesson included harsh, negative feedback for incorrect answers.
      • Poor Task Design: The questions were not relevant to how listening works in real life.
    • Effective Listening Strategies: Improving listening skills means helping students to:
      • Focus on key info instead of every word.
      • Understand the general message/gist of spoken conversations.
      • Discern crucial details (names, numbers, etc).
    • Using Text with Listening: Using the text of a listening task gives learners an additional reference which removes the need to listen in order to answer questions.
    • Crucial Checklist for Listening Activities: Effective listening activities must:
      • Require active listening
      • Avoid memory testing
      • Focus on realistic, useful purposes
    • Task-Based Approach Best Practice: Setting task questions before playing the recording improves listening because students listen with a specific goal in mind.
      • The "task-before-audio" approach is better as it gives the learners a listening purpose.

    Redesigning a Listening Procedure

    • Improved Procedure:
      1. Present students with the task questions.
      2. Play the recording.
      3. Check if students found the answers.
      4. Repeat the recording as many times as needed to answer the task. The "task before audio" method is more effective as it sets a goal for the listening task and thus improves engagement

    Selecting Listening Tasks

    • Alternative Tasks for Recorded Telephone Call:
      • Contextual Identification: Distinguish types of relationships (friends, colleagues, strangers)
      • Detail Extraction: Identify a given number.
      • Connection to Other Materials: Link the advert to relevant advertisements or text material
      • Error Detection: Determine if the receptionist made errors (name/number).
      • Reordering: Put sentences in the correct order based on the recording.
    • Real-Life Listening Scenarios: Useful tasks that mimic real-life listening situations:
      • Receptionist Role: Understanding the caller's needs, taking accurate information, etc.
      • Caller Role: Obtaining specific pieces of information, understanding what's going on/next steps.

    The Task-Feedback Circle

    • Circle Technique. Follow a simple 3-step procedure:
      • Grade the task difficulty, not the recording complexity.
      • Present the task first, then play the recording.
      • Ensure feedback is based on the initial task.
    • Grading Task Sequence: A progression of tasks from general overview questions to language-focused interpretations.
    • Adjusting Approach: The task-feedback circle is not suitable for all listening situations, especially when listening to things like announcements.

    How do we listen?

    • Top-Down/Bottom-Up Listening: Listening comprehension involves using a combination of strategies:
      • Top-Down (Predictive): Using prior knowledge and context to predict what will be said, giving meaning to the whole message.
      • Bottom-Up (Word-By-Word): Focusing on individual sounds, words, and details to build upon to comprehend. -Listening Strategies: Methods for gaining understanding and meaning include:
      • Utilizing background knowledge about the subject, general principles of the particular field being reviewed, and the general type of conversation.

    Top-Down & Bottom-Up Strategies

    • Top-Down Examples: Use what you already know when listening to predict words, understand interactions when ordering a cab.
    • Bottom-Up Examples: Focus closely on sounds to extract missed words and details.

    Listening Techniques in Class

    • Short Recordings: Limit recordings to 2 minutes to sustain focus.
    • Multiple Playbacks: Play the recording as many times as needed.
    • Collaborative Discussion: Let students collectively process ideas and answers.
    • Prompts & Hints: Use verbal feedback and cues to help students find solutions to the task without providing the answers.

    Planning a Lesson (Top-Down Listening Procedure)

    • Pre-Text: Introduce the topic and relevant vocabulary.
    • First Task (Pre-Reading): Predict information from a prior glimpse of the recording (e.g., based on illustrations or key words).
    • Text-Based Tasks: Tasks for skimming (general gist), scanning (specific data retrieval), understanding the gist and specific points, vocabulary and grammar focus.
    • Post-Text: Follow-up tasks for applying and consolidating learned information (role-play, writing, etc.)

    Approaches to Reading

    • Difficulties in Reading Foreign Language Text:
      • Insufficient vocabulary knowledge
      • Constant reliance on dictionaries
      • Slow reading pace
      • Difficulty processing the whole meaning despite knowing individual word meanings.
    • General Reading Habits: Don't expect learners to understand each word, use efficient strategies (skimming/scanning).
    • Skimming & Scanning: Two reading techniques to improve speed:
      • Skimming: Quickly read for the overall idea (gist).
      • Scanning: Find specific information without reading everything (addresses, date, etc.)
    • Selecting Reading Tasks: Design activities that require learners to efficiently locate and extract specific information from a text, similar to real-life reading activities.
    • Typical Reading Tasks:
      • Ordering visual content from the text
      • Putting paragraphs/sentences in the correct order.
      • Identifying synonyms.
      • Locating mistakes, drawing visuals or making lists related to the text.
      • Summarizing information/arguments.
      • Creating a headline/matching headlines to text sections.

    Extensive Reading

    • Extensive Reading Impact: Extensive reading (novels, articles) improves vocabulary, grammar, and confidence.
    • Encouraging Extensive Reading: Methods for promoting reading in the target language:
      • Providing a class library
      • Training students to select appropriate materials
      • Creating a book club atmosphere
      • Allotting dedicated quiet reading time

    Reading Aloud in Class

    • Challenges in Reading Aloud: The drawbacks of requiring students to read aloud in class:
      • Discomfort, speed discrepancies, pronunciation errors.
    • Alternatives to Reading Aloud:
      • Students read to each other (pairs/small groups).
      • The teacher reads to the students.
      • Students read selectively then role-play or improvise scenarios.

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    Description

    This quiz explores the challenges learners face in listening comprehension while learning a new language. It includes questions about example dialogues and strategies for improving listening skills. Test your understanding of effective listening techniques and the role of background knowledge in language acquisition.

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