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Transcript of Independent Listening
The Purpose of Autonomous Listening
Understanding L2 Listening
The most frequently-used skill... but the least practiced?
Useful for building vocabulary, grammar, sociolinguistic competence, pronunciation, etc.
Understanding needed in order to speak (replying or responding).
What steps do you use ?
Organizing Listening Projects
Sharing / Submitting
* The process: (finding materials >
preview > listen once &
check comprehension > language check
> listen repeatedly > evaluate > review)
* Hints: checking script, online dictionary,
full screen, multiple screens, adjusting
In class is not enough....
Reinforce strategies/language learned in class
Different kind of practice
* Student-selected materials
* Different focus
In class: communication
Out-of-class: repetitive drills
Why is listening difficult?
(compared to reading)
Goes away (cannot be analyzed, reviewed, you often can't go back )
Fast/ v a r i e d speeds
Various pronunciation (World Englishes)
Varying tones/intonation stress/volume
Nospacebetweenwords / thereareductions
Unorganized discourse (repeated, h-h-esitations, repeated)
More mistake (grammatical, mispronunciation)
Different from written text, yo!
(written text more often studied)
Aspects of listening
receptive (oral) vocab, sentence structure,
inferring, coping, listening for examples,
1. Preview/predict (Elkhafaifi, 2005)
3. Listen once for main idea
(or for another authentic purpose)
4. Listen for details/key words (gap fill)
5. Analyze text (e.g. infer word meaning)
6. Discuss (consider/evaluate/relate to
Why do some teachers/texts...?
...avoid comprehension tasks?
...use subtitles or gap fill for the
first listening (before comprehension)?
...have multiple choice Qs
... have no video/visual support?
...avoid authentic speech / NNSs?
> Websites, etc. (authentic or L2)
> Movies, TV shows, Podcasts,
CDs for graded readers
Teachers as curators
* relevance: topic, level, length,
* "fun" activities or interface
* quality (audio & video; pedagogy)
* vocab support or translation
* comprehension tasks
* commenting or ranking
Handout v. Website, SNS, LMS
Organizing: Level, topic, rating
- low tech
- better if not using websites
SNSs (Facebook) or LMSs (Edmodo)
- share (embed) interesting videos
- increase rapport
- can also be private
- get data
- can design
+ effects on pronunciation, intonation
- Not for vocab learning?
- Listening w/o reading: not popular
(Waring & Brown, 2004)
* For intermediate learners
While reading (or w/ subtitles or script)
= more comprehension,
vocab acquisition, etc.
(Katchen, 1996; Tsai, 2009)
+ Most have video
+ Short length, user friendly interface >> Easy to review
Repetition = more strategies used, more vocab learned
+ Most have scripts
Scripts = more vocab acquired (Winke, et al., 2010)
Quality: relevant videos?
follow the steps/hints?
My L2 Listening History
As a learner:
Good in Spanish class… but hated the lab
Became decent at Japanese by listening to my fam
As a teacher:
Never really learned to teach listening…
> Teaching, conferences, teacher training,
Started teaching CALL, Independent Study