LISTENING Listening is an active purposeful processing of

LISTENING “Listening is an active, purposeful processing of making sense of what we hear” (Helgesen, 2003, p. 24). (Listening is the) “mental process of constructing meaning from spoken input” (Rost, 2002, p. 279). “Listening comprehension (is) the process of understanding speech in a first or second language. The study of listening comprehension in second language learning focuses on the role of individual linguistic units (e. g. phonemes, words, grammatical structures) as well as the role of the listener’s expectations, the situation and context, background knowledge and topic” (Richards and Schmidt, 2002, p. 313). “Listening is conceived of as an active process in which listeners select and interpret information which comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express” (Rubin, 1995, p. 7).

BOTTOM-UP ↑ Sound Звук Word Слово Sentence Предложение Text Текст Meaning Значение TOP-DOWN ↓ Background knowledge Фоновые знания Meaning Значение Language Язык

BOTTOM-UP 1 “The guy I sat next to on the bus this morning on the way to work was telling me he works at a Thai restaurant in Chinatown. Apparently, it’s very popular at the moment. ”

BOTTOM-UP II the guy I sat next to on the bus this morning was telling me he works at a Thai restaurant in Chinatown apparently it’s very popular at the moment

BOTTOM-UP III I was on the bus. There was a guy next to me. We talked. He said he works at a Thai restaurant. It’s in Chinatown. It’s very popular now.

BOTTOM-UP IV Example Students hear My hometown is a nice place to visit because it is close to a beach, and there are lots of interesting walks you can do in the surrounding countryside. Students’ task Which of these words do you hear? Number them in the order you hear them. beach countryside shops schools walks nice hometown

TOP-DOWN I I say the following to a colleague at my office one morning: “I am going to the dentist this afternoon. ” A setting (e. g. , the dentist’s office) Participants (e. g. , the dentist, the patient, the dentist’s assistant) Goals (e. g. , to have a checkup or to replace a filling) Procedures (e. g. , injections, drilling, rinsing) Outcomes (e. g. , fixing the problem, pain, discomfort) When I return to my office, the following exchange takes place with my colleague: “So how was it? ” “Fine. I didn’t feel a thing. ”

TOP-DOWN II Read the passage below. Then write a title for it. Sally first tried setting loose a team of gophers. The plan backfired when a dog chased them away. She then entertained a group of teenagers and was delighted when they brought their motorcycles. Unfortunately, she failed to find a Peeping Tom listed in the Yellow Pages. Furthermore, her stereo system was not loud enough. The crabgrass might have worked, but she didn’t have a fan that was sufficiently powerful. The obscene phone calls gave her hope until the number was changed. She thought about calling a door-to-door salesman but decided to hang up a clothesline instead. It was the installation of blinking neon lights across the street that did the trick. She eventually framed the ad from the classified section. (Stein and Albridge, 1978, cited in Richards, 1990, p. 52)

TOP-DOWN II The title is: “Getting rid of a troublesome neighbor. ”

TOP-DOWN III �Use key words �Infer the setting for a text �Infer causes or effects �Infer unstated details of a situation �Anticipate questions related to the topic or situation

TOP-DOWN IV Students generate a set of questions they expect to hear about a topic, then listen to see if they are answered. Students generate a list of things they already know about a topic and things they would like to learn more about, then listen and compare. Students read a list of key points to be covered in a talk, then listen to see which ones are mentioned. Students listen to part of a story, complete the story ending, then listen and compare endings. Students read news headlines, guess what happened, then listen to the full news items and compare.

BOTTOM-UP + TOP-DOWN Pre-listening While-listening Post-listening

Pre-listening Activities which help your learners prepare for what they will hear: - discussing the topic or style of conversation with the learners - helping the learners to develop their vocabulary related to the topic - giving learners information about the context - getting the learners to predict what they will hear - making sure learners understand what they have to do while they are listening

While-listening Answering questions (MCQ, T/F) Completing a form, chart, etc. using information that learners heard Matching what is being said with pictures Doing something in response (draw something, move in a certain way, etc. )

Post-listening Activities which represent a follow up to the listening activity and aim to utilize the knowledge gained from listening for the development of other skills such as speaking or writing: � speaking about the issues mentioned in the listening text � writing about the subject which was heard � recycling and activating vocabulary

Sample listening activities I Pre-listening What can go wrong during the following events: a wedding, a meeting, a conference? While-listening a. You’re going to listen to three people reporting back on events they attended? Listen once and compare your ideas from the Pre-listening activity. b. Listen again. Then, answer the questions. 1. Why was the bride late? 2. What did the priest get wrong? 3. What couldn’t the best man find? 4. In the second extract, how much was the other party demanding? 5. What helped to settle everyone down again? 6. In the third extract, how far away was the hotel from the conference centre? 7. How did he get into the conference centre? 8. Why couldn’t he do anything for the first day?

Sample listening activities II c. Complete the audio script with the correct words. 1. The wedding My cousin’s wedding? It was great, although there were a few hiccups. For a start the bride was late because her dad (1)_______ as he was driving her to the church. About two minutes before the ceremony, she still hadn’t turned up so Mike was getting pretty nervous. She eventually arrived with about (2) _______ ! Then, during the ceremony, the priest got Mike’s name wrong while they were exchanging vows. He said, “Do you, Mike Long, take this woman to be your lawful wedded wife…” but his surname is actually “Smart”. Oh, and then the best man couldn’t find the rings when he was supposed to (3) _______. It was a bit like something out of Four Weddings and a Funeral!

Sample listening activities II 2. The meeting? A complete disaster. I mean, it started off all right, but then we got onto the topic of payment. As far as we were concerned, we were all up-to-date on the payments, but the other party was insisting there was still an outstanding bill of £ 20, 000 for some extra work (4) _______ that wasn’t in the original spec. This was all completely new to us and wasn’t anything that we’d calculated for. To make matters worse, they said that they wouldn’t hand over the final files until they received the payment. Margaret, my boss just hit the roof, and at one stage, both sides were (5) _______, and Margaret nearly stormed out but I managed to calm her down. In the end, someone suggested (6) _______. We met up again after about half-an-hour and both sides seemed to have settled down by then, luckily.

Sample listening activities IV 3. The conference? Not too bad. I mean, I met a lot of people, made some good contacts and even managed to secure a few deals. The only thing was that I was booked into a hotel that was about 10 km away (7) _______ , so I had to drive in every day. There was a train, but it was really slow and there were only three a day, so it was easier (8) _______ , although parking in the city centre was a nightmare… and really expensive. Then, for the first day I couldn’t really do anything because they hadn’t delivered (9) _______. They’d said they’d have it there for us when we arrived, but they sent it (10) _______ and it took another 48 hours to sort that out. Anyway, it turned up eventually and everything was fine after that.

Sample listening activities V d. Look at the extract from the audio script “they said that they wouldn’t hand over the final files until they received the payment”. What would the direct speech version of this reported speech sentence be? Post-listening Why do you think unexpected things happen sometimes? Discuss in pairs and present your ideas to the group.

Keys b. 1. because her dad got lost; 2. Mike’s surname; 3. the rings; 4. £ 20, 000; 5. having a break; 6. about 10 kilometers; 7. by car; 8. because the material for the stand hadn’t arrived yet c. 1. got a bit lost 2. 30 seconds to spare 3. hand them over 4. they’d had to do on it 5. screaming at one another 6. taking a break 7. from the conference centre 8. to go by car 9. the material for our stand 10. to the wrong place d. “We won’t hand over the final files until we receive payment. ”

Ресурсы � Государственный образовательный стандарт системы непрерывного образования Республики Узбекистан. 2013 � Гончар И. А. Модель обучения аудированию иноязычного текста // МИРС. 2010. — № 1. — С. 86– 92. � Common European Framework of Reference for Languages: Learning, Teaching, Assessment. � Jack C. Richards. Teaching Listening and Speaking. From Theory to Practice. CUP, 2008 � M. Lewis, J. Hill. Practical techniques for language teaching. 1992.

THANK YOU for LISTENING