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Listening : Micro Skills
Transcript of Listening : Micro Skills
Teachers should spend most of the time getting Ss to practice the following 1.- Predicting what they are going to hear. 2.- Listening for gist, ie the general idea, eg by listening for specific information. e.g like skimming in reading 3.-Listening for specific information eg like scanning in reading 4.- Coping with language which is too fast for them. e.g by listening for key words, not panicking and getting stuck when they don´'t understand, using contextual clues. 5.-Coping with unfamiliar words and expressions eg by guessing form the context, using visual and/or aural clues. 6.- Using the context, to increase understanding eg using visual and/ or aural clues. 7.- Detailed listening 8.- Recognizing how stress, rhythm and intonation are used to convey meaning 9.-Deciding what situation the speakers are in. eg closely connected with listening for gist 10.- Distinguishing between the different sounds of English 11.- Understanding relationship between different speakers 12.- Understanding colloquial speech 13.- Being able to imagine someone´s character from what they say 14.- Making inferences. This is like reading between the lines and is one of the most difficult skills of listening. Bottom-up primacy: Dictation, the classic, approach, for example, was not found to be effective in improving listening comprehension, for example learning requires a deeper impact on our consciousness than dictation permits, and therefore greater attention to the meaning of a listening text is almost certainly essential. Noticing: The main goal is to guide Ss towards noticing the differences between their reconstructed text and the original, and then discover the reasons for their listening difficulties. Discovering Ss problems: The purpose of the reconstruction phase is to highlight the Ss problems. Some typical patterns of group discussion can be illustrated here from a recording some beginner Ss of three intermediate level. Grammatical Problematic areas: Gaps are often assessed against top-down hypotheses checking grammatical knowledge, though not necessarily correctly. Discovering the causes of Problems: This phase takes Ss a stage further than the original dict logos technique as they compare their partially reconstructed texts with the original text, and try to classify their errors What problems dis you have? 1.- Some Ss found common combinations that they failed to recognize.( I heard, I've heard) 2.- Some discovered how know words actually sounded in context, or in previously unfamiliar collocations. 3.- There were also grammatical points wast/ damage. 4.- In addition, Ss were able to see exactly where and how some top-down referencing might have helped to resolve specifics problems.