Listening, Speaking, TEE

Today’s class • Review

• Listening activities

• TPR

• Reading discussion

• Listening processes

• Homework

Answers

Behaviourist Perspective

Innatist Perspective

Interactionist/Developmental Perspective

Say what I say

Positive reinforcement encourages children

Children imitate selectively

A reasonable way of understanding how children learn at the earliest stages

It’s all in your mind

Children are biologically programmed for language

All humans possess a Universal Grammar

Linked to the Critical Period Hypothesis

Language develops primarily from social interaction

Language represents knowledge that children have acquired

ZPD (Zone of Proximal Development

Piaget & Vygotsky

REVIEW

scaffolding

Stephen Krashen’s Monitor Model

• Acquisition-learning hypothesis

• Monitor hypothesis

• Natural order hypothesis

• Input hypothesis

• Affective filter hypothesis

hypothesis: an explanation made on the basis of limited evidence as a starting point for further investigation.

Task: Information gap worksheets

REVIEW

Today we’re going on an airplane.

Where are we going?

REVIEW

REVIEW

Today we’re going to visit the zoo. What animals can you see at the zoo?

Now we are back in Korea.REVIEW

1. Listen and repeat 2. Listen and Ss hold up 3. Listen and act (mime) 4. (Line up) Listen and point 5. Listen and color 6. Listen and sequence 7. Listen and run to the right animal 8. Choose (run) to your favorite 9. Listen and repeat (class, Ss, individual) 10.Guess my animal (hide and guess)

Listening activities

REVIEW

Total Physical Response

Created by James D. Asher on the premise that:

• language is learned primarily through listening.

• language learning must engage the right brain hemisphere

• language learning should not involve stress

Total Physical Response

What does the teacher do differently at the beginning and at the end?

https://www.youtube.com/watch?v=bkMQXFOqyQA

Total Physical Response

When should I use it?

TPR can be used to teach and practice many things.

• Vocabulary connected with actions (smile, chop, headache, wriggle)

• Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)

• Classroom language (Open your books)

• Imperatives/Instructions (Stand up, close your eyes)

• Storytelling

Let’s mime ‘Buying ice cream’ with TPR What do we do? 1, 2, 3, 4?

How to do this action game:

1. Choose a situation and the commands

2. Make a list

3. Show the action and say the command

4. Repeat the actions several times

5. Stop doing the actions to check learners understand

TPR

Total Physical Response

Advantages • It is fun and easy for mixed-level classes • Little preparation on the part of the teacher. • It is a good tool for learning vocabulary. • Class size does not need to be a problem. • No age barrier.

Disadvantages • It is not a very creative method. Students are not given the

opportunity to express their own views and thoughts in a creative way.

• It is easy to overuse TPR. • It is limited, since everything cannot be explained with this

method. It must be combined with other approaches.

Reading homework discussion

1.What is the difference between top-down and bottom-up processing?

2.Think about a time you used top-down processing (for example, context clues) to understand something in English. Explain how you used top-down processing to understand.

3.There are many ways that learners can respond while listening to show that they understand. Try to add some more examples below (hint: think about verbs).

•Listen and draw•Listen and jump•Listen and circle a word•Listen and clap•…

Listening and reading is the fluent process of combining information from the text and background knowledge to build meaning.

Receptive Processing

Receptive Processes

Top-down processing: Processing and comprehension starts with background knowledge based on the context of the communication.

Bottom-up processing: Processing and comprehension is possible by decoding the smallest parts of the language (sounds, chunks of words, syllables, letters, etc.).

Top down

Bottom up

Background knowledge is stored in schema.

“schema theory”

schemata

Why is this important?Teachers need to activate schema. = help students to use their background knowledge.

Reading and Listening Processes

VIDEO

Berlitz Commercial

http://www.youtube.com/watch?v=0MUsVcYhERY

Reading and Listening Processes

VIDEO

The coastguard misheard part of the word.Is it bottom-up or top-down processing?

Reading and Listening Processes

STORY

Is it bottom-up or top-down processing?

How many circles can you see?How many triangles?

‘미국은 최근의 셰일 혁명으로 원유 생산량이 자국 내 정제능력을 초과한 상태다. 더구나 최근의 국제유가 하락으로 셰일 업체들의 압박이 가중될 것이라는 전망이 우세한 상황이다. 이 때문에 서머스 교수의 주장은 셰일 업계를 살리는 동시에 미국 경제를 재도약시키는 묘안이 될지 모른다는 기대가 나오고 있다.’

How much do you think I understand?

Am I using top-down or bottom-up processing?

Students need to use both processes for comprehension. Tasks can be designed to include steps that encourage both types of processing.

Why is awareness of processing important for teachers?

background knowledge

focus on details

What are some of the factors that can influence successful comprehension in listening?

•purpose for listening •confidence •familiarity with the topic • interest in the topic •comprehension strategies • formal or informal speech •speed of speech •number of speakers • length of speech

•nonverbal communication •context •context clues • link between listening and doing

INTERACTIONAL = social

communication

TRANSACTIONAL = getting information

LecturePhone call with motherBorrowing a library bookMeal with coworkers

RECIPROCAL = speaking and

listening in turns

NONRECIPROCAL = one participant

talks, others listen

A first dateVoicemailChecking into a hotel

Train announcement

Authentic vs. Pedagogical (materials/listening texts)

1. What does this mean?

2. Can you think of examples of each?

3. What are the differences?

4. What are some positives and negatives of using each?

Authentic

• overlaps and interruptions

• normal rate of delivery

• unstructured

• incomplete sentences, false starts

• background noises

• natural stops and starts

• little overlap

• slower rate of delivery

• complete sentences

• no background noise

• artificial stops and starts

• densely pack information

Example MP3

Pedagogical materials

Factors for choosing a listening text

What factors need to be considered when a teacher is choosing a listening text for a lesson? Brainstorm two examples.

• interest - will this be interesting?

• cultural accessibility - will my students understand the context?

• discourse structure - is it about the abstract or everyday?

• density - information rate and speed of delivery

• language level - is most of the vocabulary and grammar at a suitable level?

• length - is it too long or too short?

• quality of recording - is there background noise?

• number of speakers - are there too many voices?

• accent - is the accent familiar or suitable?

Starting a lesson

Personalize Contextualize

sea animals

Christmas

university

job interview

…your ideas

Below are the learning characteristics of children. Watch the beginning part of a lesson with a group of children by teacher trainer, Raymond Kerr. How does he and his use of flashcards address learner needs?

• A child often...

• learns through doing things and through movement.

• likes using their imagination.

• learns fast, forgets fast.

• likes bright colours, animation characters etc.

Teaching vocabulary with flashcards

https://www.youtube.com/watch?v=W8e6Ld4sQks (1:10 minutes)

Review

• Use of TPR techniques to replicate children’s need to learn by doing and learning through movement.

• Encouraging prediction of possible pictures and words.

• Constant re-cycling of flashcards to reinforce children’s acquisition of vocabulary.

• Bright colourful flashcards with images that appeal to young learners to stimulate interest and create impact.

Materials HW for Next Class:

• Be prepared to summarize a section from the reading text (let’s organize the sections!)