Video 3: What Makes Listening Easy…for Teachers

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來自 Arizona State University 的課程

Teach English Now! Second Language Listening, Speaking, and Pronunciation

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Arizona State University

Teach English Now! Second Language Listening, Speaking, and Pronunciation

653 個評分

課程 2（共 4 門，Specialization TESOL Certificate, Part 2: Teach English Now!）

In this course, you will be introduced to some of the challenges of teaching and learning listening and speaking, such as paralinguistics, performance variables, reduced and regional forms, and differing types of oral discourse. Don't worry--you'll learn what those mean, too! Then you'll learn how to ease the acquisition of listening and speaking for your students. The course also highlights the powerful opportunity to include pronunciation in listening and speaking classes and offers strategies to incorporate pronunciation activities.

從本節課中

Module 2: Listening Strategies

In this module, learners are introduced to strategies that students can use to simplify listening and take control of improving their listing skills. Learners are also introduced to strategies teachers can use to make second language listening easier for their students.

Video 3: What Makes Listening Easy…for Teachers5:23

Video 4: Listening Strategies for Teachers7:24

與講師見面

Jessica Cinco
International Educator
Global Launch
Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University

[MUSIC]

Welcome back to.

>> What Makes Listening Easy.

>> I admit that I am uncertain at what to do at this point.

I feel like I should just shut up and listen.

In fact, that's what the producers are telling me to do.

So I'll just may be stand over here into the corner, and you guys can take over!

I've invited all past participants on the show.

So, we are a full house.

I guess this is looking more and more like a classroom, isn't it?

The topic for today is, what makes listening easy for teachers?

An interesting topic, no doubt.

So, what is our game format?

Let me check with our producers.

Okay, yes.

It looks like I will pose questions, and just let these panel of experts take over.

They have each studied, thought carefully about the questions,

which I gave them ahead of time.

And have been invited to discuss.

All right, my first question is simple.

Can teachers actually help learners to develop better listening strategies?

>> Thanks for inviting me back, Gard.

I'd like to answer that question first, if I may.

>> Most certainly.

>> Research on language learner strategies and

listening strategies in particular has produced mixed results.

Holy cow, that does sound smart already.

>> Thanks.

As I was saying, strategy training as it is called has not yet

yielded perfect results.

Researchers did a whole range of studies to find out what

good language learners and good listeners do.

However we don't yet have a clear path on what we should teach as a result.

We know what good listeners do, but we are not certain that just teaching poor

listeners what good listeners do will make a difference.

Does that make sense?

>> Sorry, just taking some notes here.

Okay, so just because a poor listener listens, learns what

good listeners do doesn't automatically turn them into good listeners.

>> Good job Mr. Ticulet, you earn a gold star for that one.

But, that doesn't mean that teachers haven't learned a lot about what we can

teach to help students become better listeners.

Through the research we are getting a clearer path forward.

Yes, let's talk about the basic concept of repeating.

Many times a tea salt teacher will give a small audio clip, maybe a dialogue,

maybe a small lecture or presentation.

Now, it is quite common to give multiple opportunities for students to listen, but

what we have noticed is that a teacher can help learners to develop better

strategies by giving them specific and varied tasks during each opportunity.

Most definitely.

For example, the first time students listen,

you might invite them to speak about what they know about the topic already, and

then relax and simply pick up the main ideas.

This kind of casual,

relaxing kind of listening is what is often referred to as top-down processing.

>> When learners listen the second time, you might write a number of questions on

the board and tell them that you want them to listen for specific details.

This kind of focused attention is a technique common to bottom-up processing.

>> And there are so many ways to help students to shift their attention, and

all of these can help students to build their sense of strategy use.

For example,

you could ask questions that invite students to infer what will happen next.

And questions like that can improve their ability to infer.

>> Which is a great strategy.

You can also invite students to take notes and summarize afterwards, maybe

even giving them assignments that will give them opportunities to speak, thus

deliberately helping them to learn the strategies of reflection and preparation.

>> Kind of like what you just did for us, Art.

You gave us some questions, asked us to think about them, had us read and

explore the ideas, and then invited us to speak here at this guest panel.

>> Gosh, I didn't realize.

That was a pretty good thing I did then.

>> It was in some sense what you were doing,

whether the students know it consciously or

not, is developing a greater sense of language awareness in your students.

And increasing their ability to think of language in different ways.

You are developing and

growing their repertoire of language learning strategies.

I'm a genius, and I didn't even know it.

>> Let's not get carried away Art.

Wouldn't want to take away that gold star.

>> Ha, I'm sorry, I just thought.

>> Just kidding, Art.

In fact we've all discussed this together, and we have decided on the winner.

>> Wait, wait, wait.

You're choosing the winner?

Yes Mr. Ticulate and we choose- >> YOU.

>> Well, I never.

>> [APPLAUSE] >> I'm so honored.

I ought to let other people take the show over more often.

What am I going to tell my mother?

>> [APPLAUSE]

[MUSIC]

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