Академический Документы
Профессиональный Документы
Культура Документы
Please read
Butler-Pascoe, M. E. & Wiburg, K. M. (2003). Technology and teaching
English language learners. Chapter 4, pp. 81-96.
5.1 The Role of Listening in SLA
- The Comprehension Approach
- Krashen's Monitor Model
5.2 Approaches to the Teaching of Listening Skills
5.2.1 The Natural Approach
5.2.2 The Total Physical Response (TPR)
5.3 Listening Processes
5.4 Listening Purposes
a. Acquisition-learning hypothesis (Acquisition is
subconscious, whereas learning is consciously developed by
instruction and aided by error correction).
b. Monitor hypothesis (Conscious learning is limited to use as
a monitor that can edit and make corrections in the
learner's output before s/he writes or speakes, but language
fluency relies on acquisition).
c. Natural order hypothesis (Learners acquire linguistic
structures in a predictable order in L1 and a similar order is
present in L2 acquisition).
d. Input hypothesis (Learners acquire language by exposure
to comprehensible input: "i +1". Learning is first focused
on meaningand structure is learned as a consequence of
understanding the message).
e. Affective filter hypothesis (Depending on the learner’s
state of mind, the affective filter limits what is noticed and
what is acquired. The presence of an affective filter could
act as a mental block if a poor affective state existed)
5.2 Approaches to the Teaching of Listening Skills
* Discussion Questions:
1. TPR is usually used in the face-to-face classroom. Is there
anything missing when TPR is used on a computer?
2. Please read the program descriptions of "Live Action English
Interactive" and "Live Action Spanish Interactive" and a
review of the Spanish one. Both programs use the principles
of TPR to design for beginning and intermediate adult
learners. However, TPR is usually used to teach languages to
younger learners. Do you think "TPR-on-a-computer" is good
for adults to learn languages? Why or why not?
5.3 Listening Processes
Two types of processes, bottom-up and top-down, have been
identified as central to listening comprehension.
I. Principles of Bottom-up and Top-down Processing:
* Note: "Schemata" is defined as "plans about the overall structure of events and the
relationships between them" that are stored in the listener's long-term memory
(Richards, 1990). These schemata relate to our real-world experiences and how
we expect people to behave and events to occur.
Examples:
- American English
Pronunciation Practice
- Emily's Pronunciation
Class
* Discussion Question:
1. Based on your English (or other foreign language) learning
experience, what type of listening processes do you use
more often, bottom-up or top-down? In your opinion, what
type of knowledge can CALL programs better help learners
to develop, linguistic or background knowledge? Why? Please
give examples.
5.4 Listening Purposes
I. Interactional Purposes and Transactional Purposes:
According to Brown and Yule (1983), language communicative
functions can be divided into two
types: interactional and transactional functions. Both language
functions are needed for effective classroom participation.
Students use interactional language to socially interact with each
other and their teacher and engage in transactional uses
to develop new skills and construct new knowledge.
Example: Examples:
- Learning Oral English Online - Randall's ESL Cyber
This website offers interactional speaking Listening Lab - Listening
practice through dialogs centered on topics Quizzes for Academic
such as making friends, going to a party, and Purposes
dating. Students can practice different - BBC Learning English:
aspects of social conversation. This site also Watch and Listen -
practices another type of interactional Welcome to London
listening that focuses on simple service-
oriented tasks such as ordering lunch and - Adult Learning
shopping in America. Activities - California
Distance Learning
Project
These websites provide
transactional language
practice and are designed
to focus on getting
information and promote
English development for
academic purposes.
* Discussion Questions:
1. In everyday language use, we often carry out both
interactional and transactional functions of language at the
same time. Can you always distinguish which language
function you are using? If it is difficult to distinguish them,
then why do we have to learn these two functions
separately?
2. In your opinion, which language function do you think CALL
programs can better help students to learn? Why? Please give
examples.
* Please do Exercise 5 Using Technology to Teach Listening
Skills