Second Language Listening Theory and Practice 1st edition by John Flowerdew – Ebook PDF Instant Download/Delivery: 0511450815 , 9780511450815
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ISBN 10: 0511450815
ISBN 13: 9780511450815
Author: John Flowerdew
Listening, an essential aspect of communicative competence, merits equal treatment with the skills of speaking, reading, and writing. Second Language Listening combines current theory in listening, a pedagogical model developed by the authors, and case studies presenting actual pedagogical practice. The volume draws on the authors’ own research and experience, where appropriate, but is eclectic in encompassing a full range of current views on both theory and practice. Listening theory is exemplified throughout the book with a variety of tasks and activities. The authors also address testing and the role of technology in teaching listening. Teachers will benefit from the insights provided in this book, as will teacher educators and researchers. Second Language Listening will be of key interest for pre-service and in-service teachers who are involved in the teaching or the design of materials for listening.
Second Language Listening Theory and Practice 1st Table of contents:
PART I: HISTORICAL BACKGROUND
1 Approaches to Language Teaching and the Role of Listening
1.1 Introduction
1.2 The Grammar-Translation Approach
Comment
1.3 The Direct-Method Approach
Comment
1.4 The Grammar Approach
Activity 1 – An Activity Illustrating the Grammar Approach
Comment
Task 1
1.5 The Audio-Lingual Approach
Activity 2 – An Activity Illustrating the Audio-Lingual Approach
Comment
Task 2
1.6 The Discrete-Item Approach
Activity 3 – An Activity Illustrating the Discrete-Item Approach
Comment
1.7 The Communicative Approach
Activity 4 – An Activity Illustrating the Communicative Approach
Comment
Task 3
1.8 The Task-Based Approach
Activity 5 – An Activity Illustrating the Task-Based Approach
Comment
Task 4
1.9 The Learner-Strategy Approach
Activity 6 – An Activity Illustrating the Learner-Strategy Approach
Comment
Task 5
1.10 The Integrated Approach
Activity 7 – A Series of Activities Illustrating the Integrated Approach
Comment
1.11 Conclusion
1.12 Discussion
2 Models of Listening
2.1 Introduction
2.2 Listening Development in the First Language
Task 1
2.3 Speech Recognition and Short- and Long-Term Memory
Figure 2.1 The human information-processing system
2.4 Models of the Listening Process
2.4.1 The Bottom-Up Model
Figure 2.2 A transmission view of communication
2.4.2 The Top-Down Model
2.4.3 The Interactive Model
Task 2
2.5 Second Language Listeners
Task 3
Task 4
2.6 Conclusion
2.7 Discussion
3 Types of Meaning for Listening
3.1 Introduction
3.2 Types of Meaning
3.2.1 Phonological Knowledge
3.2.1.1 PHONEMES
Task 1
3.2.1.2 STRESS
Task 2
3.2.1.3 TONE GROUPS
3.2.1.4 ASSIMILATION AND ELISION
Task 3
3.2.2 Syntactic Knowledge
Task 4
3.2.3 Semantic Knowledge
3.2.3.1 SEMANTICS
3.2.3.2 PROPOSITIONAL HIERARCHIES
3.2.4 Pragmatic Knowledge
Task 5
Task 6
3.2.5 Kinesic Knowledge
3.3 Conclusion
3.4 Discussion
4 The Nature of Spoken Language
4.1 Introduction
4.2 Speech Versus Writing
Figure 4.1a Distinctive linguistic features of spoken text
Figure 4.1b Distinctive linguistic features of written text
Task 1
Text Extract A – Book
Text Extract B – Lecture (Key : /= pause)
4.3 Conversational Listening
Task 2
4.3.1 Recognizing Stages in the Conversation
Task 3
4.3.2 Topic Shift
Task 4
4.3.3 Back-Channeling
Task 5
4.3.4 Reformulation
Task 6
4.3.5 Repair
Task 7
4.3.6 Turn-Taking
Task 8
4.3.7 Negotiating Meaning and Exploiting Ambiguity
Task 9
4.4 Conclusion
4.5 Discussion
Appendix: 4.6 Transcription
5 Learning Styles and Listening Strategies
5.1 Introduction
5.2 General Learning Styles
Table 5.1 Description of Learning Styles
Task 1
Figure 5.1 Learning styles questionnaire
Task 2
5.3 Learning Strategies
Table 5.2 Factors Affecting the Acquisition and Use of Strategies
Task 3
5.4 Effective and Ineffective Listening Strategies
Figure 5.2 Worksheet for prioritizing learners’ listening needs
Task 4
5.5 Listening Strategies in the Classroom
Figure 5.3 Listening strategies and their pedagogical implications.
5.6 A Strategy-Based Approach to Teaching Listening
5.6.1 A Classroom Example
Figure 5.4 Outline of an ESP listening lesson
Task 6
5.7 Conclusion
5.8 Discussion
PART II: A PEDAGOGICAL MODEL AND ITS APPLICATION
6 A Pedagogical Model for Second Language Listening
6.1 Introduction
Figure 6.1 A model of second language listening comprehension
6.2 Dimensions of Listening
6.2.1 Individual Variation
6.2.2 A Cross-Cultural Dimension
Task 1
6.2.3 A Social Dimension
Task 2
6.2.4 A Contextualized Dimension
Figure 6.2 A contextualized model of listening to lectures
Task 3
6.2.5 An Affective Dimension
Task 4
6.2.6 A Strategic Dimension
6.2.7 An Intertextual Dimension
Task 5
6.2.8 A Critical Dimension
6.3 A Listening Dimensions Evaluation Checklist
Table 6.1 A Checklist: Dimensions of Listening
6.4 Conclusion
Task 6
6.5 Discussion
7 Materials and the Pedagogical Model for Listening
7.1 Introduction
7.2 Beginners
7.2.1 About the Book
7.2.2 About the Class
7.2.3 Description of Lesson
PROJECT 2: MAKING AN ANIMAL MOBILE
7.2.4 How the Activities Fit into the Model
Comments
Task 1
7.3 Low-Intermediate
7.3.1 About the Book
7.3.2 About the Class
7.3.3 Description of Lesson
UNIT 3, LESSON 4: WHAT’S HER NAME?
7.3.4 How the Activities Fit into the Model
Comment
Task 2
7.4 Intermediate
7.4.1 About the Book
7.4.2 About the Class
7.4.3 Description of Lesson
UNIT 2: STRANGER THAN FICTION
7.4.4 How the Activities Fit into the Model
Comments
Task 3
7.5 Advanced
7.5.1 About the Book
7.5.2 About the Class
7.5.3 Description of Lesson
UNIT 4: MEMORY: OUR KEY TO LEARNING
7.5.4 How the Activities Fit into the Model
Comments
Task 4
7.6 Preparing and Piloting Listening Comprehension Materials
GENERAL
INDIVIDUAL VARIATION
CROSS-CULTURAL DIMENSION
SOCIAL DIMENSION
CONTEXTUALIZED DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSION
INTERTEXTUAL DIMENSION
CRITICAL DIMENSION
7.7 An Example of Specially Prepared Listening Material
7.7.1 Limitations to the Material
7.7.2 Preparing Listening Material Using the New Model
Activity 1
Comment
Activity 2
Comment
Activity 3
Comment
Activity 4
Comment
Activity 5
Comment
Activity 6
Comment
Activity 7
Comment
Activity 8
Comment
Task 5
7.8 Conclusion
7.9 Discussion
8 Case Studies and Their Relation to the Pedagogical Model
8.1 Introduction
8.2 Case Study 1 – Young Learners
8.2.1 The Setting
8.2.2 Description of the Course
A SAMPLE UNIT
8.2.3 Dimensions of the Model Covered in the Case Study
CROSS-CULTURAL DIMENSION
CONTEXTUAL DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSION
8.2.4 Dimensions of the Model That Appear to Be Missing from the Case Study
INDIVIDUALIZATION
SOCIAL DIMENSION
INTERTEXTUAL DIMENSION
CRITICAL DIMENSION
8.2.5 Discussion
8.3 Case Study 2 – Using Technology to Improve Listening
8.3.1 The Setting
8.3.2 The Case Study
Figure 8.1 An example of the kind of information given about Songbirds in the local press
Figure 8.2 Excerpt from Songbirds, a radio drama for ESL secondary school students
8.3.3 Applying the Model to the Context and Materials
INDIVIDUALIZATION
CROSS-CULTURAL DIMENSION
SOCIAL DIMENSION
CONTEXTUAL DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSION
INTERTEXTUAL DIMENSION
CRITICAL DIMENSION
8.3.4 Discussion
8.4 Case Study 3 – Academic Listening
8.4.1 The Setting
8.4.2 Description of the Course
AIMS AND OBJECTIVES
EXERCISE TYPES
STAGE 1
STAGE 2
STAGE 3
8.4.3 A Sample Unit
THE TEXT AND SUPPORTING WRITTEN TEXT AND DIAGRAM
Figure 8.3 Text students read through before listening to the lecture
Figure 8.4 Visuals that accompany the text in Figure 8.3
Figure 8.5 Transcription of the academic talk
8.4.4 The Lesson
STAGE 1
STAGE 2
STAGE 3
MEMBERS OF PHYLUM ECHINODERMATA
STRUCTURE OF MEMBERS OF PHYLUM ECHINODERMATA
8.4.5 Dimensions of the Model Covered in the Case Study
INDIVIDUALIZATION
SOCIAL DIMENSION
CONTEXTUAL DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSION
8.4.6 Dimensions of the Model That Appear to Be Missing in the Case Study
CROSS-CULTURAL DIMENSION
INTERTEXTUAL DIMENSION
CRITICAL DIMENSION
8.4.7 Discussion
8.5 Case Study 4 – Self-Access Language Learning
8.5.1 The Setting
8.5.2 Preparing for a Musical
AIMS AND OBJECTIVES
8.5.3 Exercise Types
Tapescript
Worksheet
Worksheet
8.5.4 Dimensions of the Model Covered in the Case Study
INDIVIDUALIZATION
SOCIAL DIMENSION
CONTEXTUAL DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSION
8.5.5 Dimensions of the Model That Appear to Be Missing from the Case Study
CROSS-CULTURAL DIMENSION
INTERTEXTUAL DIMENSION
CRITICAL DIMENSION
8.5.6 Discussion
8.6 Case Study 5 – An Intensive Language Course
8.6.1 The Setting
8.6.2 Description of the Course
AIMS AND OBJECTIVES
SAMPLE LESSON – STEREOTYPES
Table 8.1 Example of Handout and Poster
Activity 1 (20–30 minutes)
Activity 2 (15–20 minutes)
Activity 3 (15–20 minutes)
Closure (10–15 minutes)
8.6.3 Dimensions of Listening Covered in This Case Study
INDIVIDUALIZATION
CONTEXTUAL DIMENSION
AFFECTIVE DIMENSION
STRATEGIC DIMENSIONS
CROSS-CULTURAL DIMENSION
SOCIAL DIMENSION
CRITICAL DIMENSION
8.6.4 Dimensions of Listening Not Covered in This Case Study
INTERTEXTUAL DIMENSION
8.6.5 Discussion
Task 1
8.7 Conclusion
PART III: KEY ISSUES IN TEACHING AND TESTING
9 Developing Listening Skills Through Technology
9.1 Introduction
9.2 Radio
Extensive listening practice.
Access to native speaker models.
Specially produced language programs.
Access to information.
Opportunity to listen creatively to the L2.
Accessibility.
Convenience.
Motivation of locally produced radio programs.
Entertainment.
9.2.1 Using Radio to Practice Listening
Figure 9.1 A generic worksheet for listening to the news
Task 1
9.3 Audio tapes
Extensive listening practice.
Intensive listening practice.
Task 2
9.4 Language Laboratory
A Repetition Drill
A Substitution Drill
9.5 Video
ACTIVE VIEWING
Figure 9.2 An active viewing worksheet
Task 3
VIEWING FOR PLEASURE
Figure 9.3 A generic worksheet for use when watching movies
Task 4
INTEGRATED VIEWING
TYPES OF VIDEO MATERIAL
Table 9.1 Some Types of Video to Promote Listening
9.6 Computer-Assisted Language Learning
CD-ROM
Table 9.2 Some Criteria for the Evaluation of CD-ROM Listening Skills Programs
Task 5
THE WORLD WIDE WEB
Table 9.3 Guidelines for Evaluating Web Sites for ESL Learners
Table 9.4 A Selection of Web Sites Allowing Access to Listening Material
Task 6
9.7 Conclusion
9.8 Discussion
10 The Role of Questions in the Teaching of Listening
10.1 Introduction
10.2 Models for Integrating Questions While Teaching Listening
Figure 10.1 A product approach to using questions in listening
Figure 10.2a A process approach to using questions in listening
Figure 10.2b Using questions to develop listening skills
Task 1
10.3 Question Types
10.3.1 Display Versus Referential
Table 10.1 Display and Referential Types of Questions
Task 2
10.3.2 Focused Versus Open
Table 10.2 Advantages and Disadvantages of Using Focused and Open Questions
Task 3
10.3.3 Pre-, While-, and Postlistening Questions
Task 4
10.3.4 First Language Versus Second Language
Task 5
10.3.5 Form Versus Function
Task 6
10.3.6 Visual Supported Questions Versus Nonvisual Supported Questions
Task 7
10.3.7 Individual Versus Group
Task 8
10.4 Questions and the Pedagogical Model
Table 10.3 The Most Productive Types of Questions to Use with the Dimensions of the Pedagogical Model
10.5 Conclusion
10.6 Discussion
11 Testing Listening
11.1 Introduction
Table 11.1 Listening Test Types
Task 1
11.2 What to Test
Task 2
11.3 How to Test
Task 3
11.4 What to Measure
Table 11.2 A Selection of Tests and the Skills They Test
Table 11.3 Types of Test Validity
Task 4
11.5 How to Assess Listening
Figure 11.1 Scales used for measuring listening
Task 5
11.6 Conclusion
11.7 Discussion
Back Matter
Appendix: Concluding Questions for Reflection
Essays
Projects and Presentations
References
Index
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