Listening
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Questions and Answers

What are the two main types of listening purposes discussed?

  • Active and Passive
  • Interactional and Transactional (correct)
  • Formal and Informal
  • Schematic and Contextual

Top-down processing involves understanding spoken text by focusing on smaller components like words and phrases.

False (B)

What is the primary aim of 'doing listening' activities?

to develop listening skills or language input

The two categories of listening related to enjoyment and functionality are known as __________ and __________.

<p>instrumental, pleasurable</p> Signup and view all the answers

Match the following types of listening with their definitions:

<p>Extensive Listening = Listening for overall understanding Intensive Listening = Listening for specific details Transactional Listening = Focused on exchanging information Interactional Listening = Focused on social interactions</p> Signup and view all the answers

Which approach is considered beneficial for a learner’s listening skills development?

<p>Systematic teaching alongside authentic materials (D)</p> Signup and view all the answers

Learners' difficulties in listening can arise only from the text being presented.

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

What is one common issue that learners face when listening?

<p>Difficulty understanding different accents or speed of speech</p> Signup and view all the answers

Which of the following is NOT considered an authentic text for listening practice?

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

Listening for pleasure is referred to as intensive listening.

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

What is the term used for using background knowledge to process a listening text?

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

Listening situations without the opportunity to speak are termed __________.

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

Match the types of listening with their definitions:

<p>Interactional Listening = Listening aimed at building social relationships Intensive Listening = Listening focused on detailed understanding of language Interactive Listening = Listening involving back-and-forth communication Bottom-up Processing = Understanding speech by analyzing its components</p> Signup and view all the answers

What does the term 'systemic knowledge' refer to in listening contexts?

<p>Knowledge of world situations (A)</p> Signup and view all the answers

The belief that practice improves listening skills falls under the approach known as 'experiential listening'.

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

What term is used to describe listening to extended pieces of text for skill practice?

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

What percentage of communication time do adults typically spend listening?

<p>40-50% (C)</p> Signup and view all the answers

Listening is considered a productive skill in language learning.

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

What is one of the primary purposes of interactional listening?

<p>To build or maintain social relationships.</p> Signup and view all the answers

Without _____ input at the right level, any language learning cannot begin.

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

Match the types of listening with their purpose:

<p>Interactional = Social relationships Transactional = Information exchange Instrumental = Practical tasks Pleasurable = Enjoyment</p> Signup and view all the answers

Which type of listening involves a primary aim of relaying information?

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

Spoken language is usually easier to understand than written language.

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

Name one characteristic that distinguishes spoken language from written language.

<p>Phonology or informal expression.</p> Signup and view all the answers

Listening materials can include _____, radio, and TV programs.

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

Which genre is characterized by more careful enunciation?

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

Listening exercises do not help in drawing attention to new vocabulary.

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

What is one benefit of listening exercises mentioned in the content?

<p>They help draw attention to new forms in the language.</p> Signup and view all the answers

Authentic spoken language presents a _____ for the learner to understand it as used by native speakers.

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

Which is NOT a purpose of listening mentioned?

<p>Writing essays (D)</p> Signup and view all the answers

Listeners have the same purpose in every listening situation.

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

What is the effect of learners failing to understand the language they hear?

<p>It acts as an impetus to interaction and learning.</p> Signup and view all the answers

Which approach focuses on teaching the subskills of listening as part of a structured program?

<p>Skills-based approach (B)</p> Signup and view all the answers

The strategic approach to developing listening abilities relies solely on memorization techniques.

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

What are 'micro-skills' in the context of listening?

<p>Specific individual skills that contribute to effective listening.</p> Signup and view all the answers

_____ is dependent upon the learner’s ability to compensate for gaps in understanding during listening.

<p>Second-language listening</p> Signup and view all the answers

Match the following types of listening tasks with their aims:

<p>Teacher dictates sentences = Practice comprehension and memory Prediction of BBC news content = Activate schema and anticipation Reading tapescript while listening = Enhance understanding through text Gapped copies of tapescript = Focus on specific listening details</p> Signup and view all the answers

What is a commonly agreed upon characteristic of current coursebooks regarding listening?

<p>They often emphasize testing over teaching. (B)</p> Signup and view all the answers

Listening strategies should decrease as students become more familiar with a language.

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

Name one type of authentic listening material.

<p>Real-life conversations, podcasts, or news broadcasts.</p> Signup and view all the answers

Field's article suggests students use listening _____ to overcome difficulties.

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

Which of the following is a task that can be used to evaluate listening skills?

<p>Matching descriptions to pictures (D)</p> Signup and view all the answers

Teaching micro-skills guarantees students will effectively use them in real listening scenarios.

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

What is one advantage of using graded listening materials?

<p>They provide appropriate language difficulty for learners.</p> Signup and view all the answers

When designing a listening task, it is important to be aware of its _____ in the classroom.

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

Match the following listening materials to their types:

<p>Authentic materials = Real-life recordings Graded materials = Simplified texts Pre-recorded recordings = Fixed audio tracks Live speakers = Interactive dialogues</p> Signup and view all the answers

What type of listening is primarily aimed at achieving a clear goal or finding information?

<p>Instrumental listening (C)</p> Signup and view all the answers

Transactional listening is focused on listener-oriented exchanges.

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

Provide an example of a situation that involves extensive listening.

<p>Watching a TV series or a movie.</p> Signup and view all the answers

Listening that takes place in conversation, where the listener can also speak, is known as ______ listening.

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

Which type of processing involves interpreting the incoming message based on existing knowledge?

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

Bottom-up processing begins with the listener's background knowledge.

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

Which of the following is NOT a category of listening types?

<p>Reflective (D)</p> Signup and view all the answers

What are the two distinct processes involved in listening comprehension?

<p>Bottom-up processing and top-down processing.</p> Signup and view all the answers

Bottom-up processing is a process of __________ the message received.

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

Extensive listening usually occurs within the classroom setting.

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

What is a key characteristic of intensive listening?

<p>It often has a clearly defined aim.</p> Signup and view all the answers

Match the types of knowledge with their descriptions:

<p>Contextual Knowledge = Information gained from the situation or setting. Systemic Knowledge = Understanding of grammar, vocabulary, and sounds. Top-down Processing = Using existing knowledge to make sense of a message. Bottom-up Processing = Interpreting a message through analyzing its components.</p> Signup and view all the answers

Which type of knowledge involves recognition of stress and intonation?

<p>Systemic Knowledge (D)</p> Signup and view all the answers

The type of knowledge that includes understanding the physical setting and participants is termed ______ knowledge.

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

Match the following types of knowledge with their descriptions:

<p>Schematic Knowledge = Background knowledge about the world and text types. Systemic Knowledge = Understanding language structure and usage. Procedural Knowledge = Knowing how language is used in discourse. Knowledge of Co-text = What has been or will be said in communication.</p> Signup and view all the answers

Stress and intonation are irrelevant to understanding spoken messages.

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

Which type of listening is characterized by enjoying activities like attending a play or chatting?

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

Why might 'bad listeners' struggle with comprehension during conversations?

<p>They may rely too much on schematic knowledge and not listen to the content.</p> Signup and view all the answers

Non-interactive listening allows the listener to engage actively in the conversation.

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

The comprehension process can be viewed as a __________ construction of coherent interpretation.

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

What is an example of a situation that involves non-interactive listening?

<p>Listening to a lecture or an announcement.</p> Signup and view all the answers

Which of the following best describes listening as mentioned in the content?

<p>A complex, active process involving several mental activities. (B)</p> Signup and view all the answers

Lexical and grammatical competence are unimportant for bottom-up processing.

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

Listening to a documentary to learn about a subject of interest can be classified as ______ listening.

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

What distinguishes interactional listening from other types of listening?

<p>It takes place during conversations. (B)</p> Signup and view all the answers

What factors can background knowledge take the form of in listening?

<p>Previous knowledge about the topic, contextual knowledge, or schemata and scripts.</p> Signup and view all the answers

Listeners must discriminate between __________ to comprehend spoken messages.

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

Match the terms with their definitions:

<p>Schematic Knowledge = Preconceived ideas based on previous experiences. Acoustic Clues = Auditory signals within the spoken message. Discourse Markers = Words or phrases that help structure conversation. Lexical Phrases = Commonly used expressions that convey specific meanings.</p> Signup and view all the answers

What is one of the potential issues learners face when listening in a foreign language?

<p>Lack of vocabulary knowledge (B)</p> Signup and view all the answers

Listening in a foreign language is always easier than reading.

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

What should a teacher consider when planning listening activities for students?

<p>Students' real-life listening needs</p> Signup and view all the answers

Listening can be affected by _______ noise and visual distractions.

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

Match the types of listening tasks with their descriptions:

<p>Listening and repeating = Practice pronunciation and intonation Dictation = Writing down spoken words Listening to dialogues = Understanding conversational context Listening for gaps = Identifying omitted information</p> Signup and view all the answers

What is an important factor to consider about the speaker when assessing listening difficulties?

<p>The speaker's clarity and speed of delivery (B)</p> Signup and view all the answers

Learners often benefit from interactive listening tasks.

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

Name one way in which students can improve their listening skills.

<p>Practice listening to various audio materials</p> Signup and view all the answers

Listening materials should be authentic to provide a ______ experience.

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

Match the listening purposes with their descriptions:

<p>Interactive listening = Engaging in two-way communication Transactional listening = Focusing on information exchange Language focused listening = Practicing language forms Skills focused listening = Developing comprehension abilities</p> Signup and view all the answers

What is a common reason for learners to engage in listening activities according to the content?

<p>To develop listening and comprehension skills (A)</p> Signup and view all the answers

Students usually find listening tasks less essential than reading tasks.

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

What should teachers do to know their students' listening needs?

<p>Conduct a questionnaire</p> Signup and view all the answers

Unfamiliar ______ can lead to difficulties in listening comprehension.

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

Which of these is NOT a factor affecting the listener's ability to comprehend?

<p>Availability of subtitles (D)</p> Signup and view all the answers

What is the main benefit of practicing listening skills frequently?

<p>It reduces student inhibitions (B)</p> Signup and view all the answers

The typical procedure for dealing with listening text often emphasizes student interaction and active engagement.

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

What is one strategy for maximizing listening opportunities for students?

<p>Incorporating listening comprehension activities regularly in class.</p> Signup and view all the answers

According to John Field, a conventional listening comprehension lesson adds another text but does little to improve the effectiveness of _________.

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

Which of the following is NOT a step in the typical listening procedure?

<p>Allow silent reading during discussions (A)</p> Signup and view all the answers

Live listening activities are considered less useful than pre-recorded ones.

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

What is one possible problem with students' understanding discussed in the content?

<p>Students miss the main point due to not picking out key lexical items.</p> Signup and view all the answers

By using English as the medium of communication, teachers can significantly increase students' exposure to _________.

<p>spoken language</p> Signup and view all the answers

How often is feedback provided in the typical listening procedure?

<p>After every listening task (B)</p> Signup and view all the answers

Match the following listening skills with their definitions:

<p>Gist understanding = Grasping the overall meaning Intensive listening = Focusing on detailed comprehension Inferential listening = Drawing conclusions beyond the text Critical listening = Evaluating the content for credibility</p> Signup and view all the answers

Students can rely solely on classroom listening exercises to develop their listening skills.

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

What is one method suggested for students to practice listening outside the classroom?

<p>Listening to songs or watching films in English.</p> Signup and view all the answers

One criticism of standard listening approaches is that students are often placed in the role of _________.

<p>passive overhearers</p> Signup and view all the answers

According to the document, what should students ideally be doing while listening?

<p>Analyzing the content and expressing feelings (A)</p> Signup and view all the answers

What is a typical aid used to improve listening comprehension in the classroom?

<p>Key vocabulary pre-teaching.</p> Signup and view all the answers

One aim of listening activities is to ensure all students achieve perfect understanding of the audio materials.

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

Flashcards

Listening

The act of processing sounds and associating meaning with them.

Top-down processing

The process of using existing knowledge to make sense of what we hear.

Bottom-up processing

The process of analyzing sounds and words to understand their meaning.

Listening purpose

The different reasons why we listen, such as to understand information or to connect with someone.

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Listening style

The way we actively engage with listening, like focusing on details or getting the general idea.

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Learners' Listening Difficulties

The difficulties faced by students who learn English as a second language when listening.

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Listening for Language Input

The ability to listen to spoken English for learning a new language.

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Listening for Skills Development

The ability to listen to spoken English for developing listening skills.

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Listening Comprehension

The act of processing sounds and associating meaning with them, using both bottom-up and top-down processing.

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Top-Down Processing in Listening

Using prior knowledge, context, and background information to make sense of what you hear.

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Bottom-Up Processing in Listening

Analyzing individual sounds, words, and structures to understand the meaning.

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Interactional Listening

The type of social interaction that focuses on building and maintaining relationships, often with less emphasis on conveying specific information.

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Transactional Listening

The type of social interaction that focuses on exchanging information and completing tasks, often with a clear purpose.

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Pleasurable Listening

Listening for enjoyment and personal satisfaction, without a specific goal or task.

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Instrumental Listening

Listening with a specific goal or task in mind, focusing on relevant information.

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Intensive Listening

Listening in detail and focusing on specific information, often for academic or professional purposes.

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Extensive Listening

Listening for the general idea and main points of a message, without focusing on every detail.

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Interactive Listening

Listening in a two-way communication where the listener participates by speaking.

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Non-Interactive Listening

Listening where the listener does not have the opportunity to speak, such as watching TV or listening to a lecture.

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Schematic Knowledge

Information or past experiences the listener brings to a listening situation, shaping their comprehension.

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Procedural Knowledge

Knowledge about how language is used in different situations, including social contexts.

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Knowledge of Situation

Understanding the physical setting, participants, and the overall context of the listening situation.

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Knowledge of Co-text

Understanding the surrounding text and how it influences the meaning of what is being listened to.

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Knowledge of Language System

Understanding the structure and meaning of language, including words, phrases, and sentences.

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Semantic Knowledge

Understanding the relationship between language and its meaning.

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Systemic Knowledge

Understanding how different language elements are used together, such as syntax and phonology.

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Schema

Knowledge about the world, including general concepts and specific events.

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Scripts

Understanding how events typically unfold in a situation.

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Prosodic Features

The ability to recognize and interpret stress and intonation in speech.

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Contextual Knowledge

Information provided by the situation in which listening occurs.

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Bad Listener

A listener who relies heavily on schema and doesn't pay enough attention to the details.

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Detail-Oriented Listener

A listener who focuses on specific words and details, rather than just the general idea.

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Bottom-up Listening Activities

Activities that encourage learners to focus on the sounds, words, and structure of language.

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Top-down Listening Activities

Activities that encourage learners to use their background knowledge and context to understand a message.

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Combined Listening Activities

Activities that combine both bottom-up and top-down processing.

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Connected Speech

The ability to recognize and understand the meaning even when sounds are combined and changed in connected speech.

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Accent Awareness

The ability to recognize and interpret different speaking styles and variations.

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Passive Listening

Listening situations where the listener cannot speak back or respond.

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Immersion Approach

An approach to listening that emphasizes providing learners with lots of opportunities for listening practice, believing that practice makes perfect.

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Literal Listening

A type of listening that involves understanding the literal meaning of words and phrases.

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Inferential Listening

A type of listening that involves understanding the overall message and the speaker's intention.

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Affective Listening

A type of listening that involves understanding the speaker's feelings and attitude.

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Discourse Listening

A type of listening that involves understanding the structure of the text and how it's organized.

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Authentic Materials

The use of real-life language materials in listening activities.

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Graded Materials

The use of language materials specifically designed for language learners, often simplified and adapted.

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Listening Skills

Skills related to understanding the text itself, using both top-down and bottom-up processing.

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Listening Strategies

Strategies used to cope with gaps in understanding during listening, like making inferences or asking for clarification.

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Skills-based approach

A structured approach to listening that focuses on teaching and practicing specific subskills, like identifying key words or recognizing intonation.

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Strategic approach

An approach that focuses on teaching strategies that learners can use to compensate for gaps in understanding, like guessing the meaning of words or asking for clarification.

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Micro-listening

Breaking down listening into smaller components, like identifying individual sounds or recognizing key vocabulary.

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Listening for Gist

The ability to understand the overall meaning or main idea of a spoken message.

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Listening for information

The ability to understand specific details or information from a spoken message.

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Listening for discourse features

The ability to understand the structure and organization of a spoken message, like identifying the beginning, middle, and end.

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Listening Techniques

Techniques that help listeners to understand spoken language, like predicting what will be said or anticipating the speaker's intentions.

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Dictogloss

Dictating a text and having students reconstruct it from memory.

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Listening Task Aims

Identifying and understanding the purpose of a listening activity, such as practicing specific skills or understanding a specific topic.

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Matching Pictures to Descriptions

A listening activity where students match spoken descriptions or stories to corresponding pictures.

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Gap Filling

A listening activity where students fill in missing words or phrases in a transcript.

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Analyzing Listening Activities

The process of identifying and analyzing the different elements of listening activities, considering aims, procedures, and common difficulties.

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Teacher Role in Listening Comprehension

The role of the teacher in guiding students to understand the main points of a listening passage, while not necessarily requiring 100% comprehension.

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Listening Subskills

Focusing on the specific skills involved in listening, such as recognizing intonation, identifying key vocabulary, and understanding cultural references.

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Active Listening Strategies

Promoting active listening by involving students in tasks that require them to process and respond to the information they hear.

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Maximizing Listening Opportunities

The use of various activities and resources to provide repeated exposure to English speech, both in and out of the classroom.

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Addressing Listening Difficulties

Identifying and addressing the specific challenges that students face when listening to English, such as misunderstanding vocabulary, accents, or cultural references.

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Criticism of Traditional Listening Methods

The critique of traditional listening approaches that focus heavily on testing comprehension through multiple choice questions and repetitive listening.

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Benefits of Extensive Listening

The potential impact of extensive listening on student confidence and reducing anxiety, especially when done outside of a formal classroom setting.

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Graded Listening Materials

The method of providing learning materials that are designed for specific language levels, making them easier to understand and engage with.

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Promoting Interactive Listening

Encouraging students to actively participate in conversations and discussions, both with the teacher and peers, within a supportive and interactive environment.

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Study Notes

Listening Comprehension

  • Listening is a crucial, receptive skill, accounting for a significant portion of communication time (40-50% for adults).
  • Classroom activities often rely on students' listening abilities.
  • Difficulty understanding spoken English can be a significant barrier for learners, especially upon arrival in an English-speaking country.
  • Spoken language differs from written language in terms of characteristics (e.g., delivery, intonation).

Different Kinds of Listening

  • Listening texts: vary by genre (e.g., prayer, lecture, chat). Genres are identifiable by organization, lexis, grammar, style, register, and phonology.
  • Listening purposes: Listening can be categorized along several continuums:
    • Interactional vs. Transactional: Interactional listening prioritizes social interaction and relationship building; transactional focuses on information exchange and accurate message delivery.
    • Instrumental vs. Pleasurable: Instrumental listening is goal-oriented; pleasurable listening, for enjoyment.
    • Extensive vs. Intensive: Extensive listening is long-term exposure and comprehension with no specific study goals; intensive is focused and often related to study.
  • Listening style: Interactive (e.g., conversations) vs. non-interactive (e.g., lectures, announcements).

Listening and Understanding

  • Listening comprehension is complex and active, not passive.
  • Factors contributing to comprehension:
    • Schematic Knowledge: Prior knowledge and expectations about the world and text types. This allows prediction and interpretation.
    • Contextual Knowledge: Information from the specific situation (e.g., location, participants, prior interactions), assists in predicting topics and content.
    • Systemic Knowledge: Knowledge of grammar, lexis, phonology (including features of connected speech, accents, stress and intonation), discourse markers, and appropriateness to genre.
  • Top-down vs. Bottom-up Processing:
    • Top-down: Using prior knowledge to understand the text (e.g., genre knowledge, contextual cues).
    • Bottom-up: Analyzing the incoming sound data (sounds, words, clauses, etc.) for comprehension. Successful listening involves a combination of both.

Language Learner and Listening

  • Learners' listening needs might differ based on their exposure to English and their personal environments.
  • Classroom listening activities may not align with real-life listening needs.
  • Learner difficulties may stem from:
    • Speaker: Speaker characteristics like voice quality, speed, organization.
    • Text: Unfamiliar topics, vocabulary, accents.
    • Situation: Background noise, lack of visual cues.
    • Listener: Lack of background knowledge, concentration, familiarity with phonological features, unrealistic expectations.

Current Issues In Listening

  • Listening can serve two different purposes in the classroom: language focus and skills development.
  • Learning to listen by listening: Focus on exposure and practice rather than sub skills.
  • Testing vs. teaching listening: Testing often has a single-sided procedure focus, with little analysis. Teaching requires more active interaction and strategy work.
  • Systematic teaching of listening: Developing comprehensive listening skills requires structured micro-skills practice and strategic compensation.

Listening Materials

  • Authentic texts: Real-life language use, but may be too difficult; useful for exposure.
  • Graded texts: Progressively more challenging texts; appropriate for skill development.
  • Other sources: Live speakers, video, audio, and homemade resources. A variety of sources should ideally be used.

Listening Tasks

  • Effective listening tasks need to align with the purpose: whether focused on language or skill development.
  • Types of listening tasks range from guess-based activities with pre-teaching, to gap-filling, to dictation. Activities might emphasize both top-down and bottom-up processes.

Terminology

  • Extensive listening: Listening to long texts without explicit study goals.
  • Intensive listening: Listening with a clear purpose, for specific vocabulary or language.
  • Interactional vs. Transactional: A distinction in purpose for listening— social vs. information-gathering.
  • Instrumental vs. Pleasurable: Listening with a goal vs. listening for fun.
  • Top-down processing: Using background knowledge and context.
  • Bottom-up processing: Analyzing the incoming sound data.
  • Systemic Knowledge: Knowledge of grammar, lexis, and phonology and their role in discourse.
  • Schematic knowledge: Prior knowledge and expectations about the world and text types.
  • Contextual knowledge: Information from the specific situation (e.g., time, location, participants), assisting in predicting topics and content.

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Description

This quiz explores the various types and purposes of listening in language learning. Participants will match definitions to listening types, identify common challenges, and understand the significance of activities designed for improving listening skills. Test your knowledge on effective listening strategies and their impact on learner development.

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