Edu 569: English

BRITAIN WAS INVADED BY THE THREE APPRECIATIVE (AESTHETIC)

TRIBES FROM THE NORTHERN EUROPE  Listening- Students listen for enjoyment
 Angles, Saxons, and Jutes
THERAPEUTIC (EMPATHETIC)
THE HISTORY OF THE ENGLISH  Listening- Students listen to support others
LANGUAGE WAS GENERALLY DIVIDED but not judge them
INTO 3 PERIODS
 Old English (450-1150) LISTENING FOR DETAIL
 Middle English (1150-1500)  involves listening for specific information
 Modem English (1500-present) LISTENING FOR GIST
DIALECT  listen for main ideas.
 a particular form of a language which is DRAWING INFERENCES
peculiar to a specific region or social group  ability to fill in gaps in the input Listening
SOCIOLECT selectively listen only to specific parts of the
 a sociolect is a form of language or a set of input
lexical items used by a socioeconomic class a MAKING PREDICTIONS
profession, an age group, or other social  ability to anticipate before and during
groups. listening what one is going to hear
JARGON ANDERSON PROPOSED A THREE-PHASE
 specialized terminology associated with a LANGUAGE COMPREHENSION MODEL:
particular field or area of activity, Jargon is  PERCEPTION- is the encoding of sound
normally employed in a particular signals
communicative context and may not be well  PARSING- is the process by which an
understood outside that context. The context is utterance is segmented according to syntactic
usually a particular occupation, but any structures or meaning cues to create a mental
ingroup can have jargon representation of the combined meaning of the
SLANG words.
 a type of language that consists of words and  UTILIZATION- occurs when listeners relate
phrases that are regarded as very informal, mental representations of the input to
are more common in speech than writing, and existing knowledge in long-term memory.
are typically restricted to a particular context BOTTOM-UP LISTENING
or group of people.  This refers to a process by which sounds are
PIDGIN used to build up units of information, such as
 is a grammatically simplified means of words. phrases, clauses and sentences before
communication that develops between two or the aural input is understood.
more groups that do not have a language in TOP-DOWN PROCESSING
common. typically, its vocabulary and  This refers to the application of background
grammar are limited and often drawn from knowledge to facilitate comprehension.
several languages.
DIFFERENCES IN BRITISH AND AMERICAN
ENGLISH INCLUDE TOP- DOWN AND BOTTOM-UP
 Spelling, Pronunciation, Grammar,  It is generally believed now that both top-
Vocabulary down and bottom-up processing occur at the
same time in what is known as parallel
processing (Eysenck, 1993). In some
COMPREHENSIVE (INFORMATIONAL) instances, one type of processing might take
 Listening- Students listen for the content of precedence over the other, depending on the
the message. amount of practice an individual has had on a
specific task.
CRITICAL (EVALUATIVE)
 Listening- Students judge the message. COGNITIVE
Edu 569: English
 process, interpret, store and recall  A guide may provide an overview of the
information. This involves strategies such as presentation, its main ideas, questions to be
inferencing and prediction. answered while listening, a summary of the
presentation, or an outline. For example, a
METACOGNITIVE
guide such as the following could be used by
 manage and facilitate mental process, cope
students during a presentation in class
with difficulties during listening Examples of
such strategies include comprehension, WHILE- LISTENING STAGE
monitoring and visualizing.  While-listening tasks are what students are
asked to do during listening time. The
SOCIAL-AFFECTIVE
listening tasks should be enjoyable and
 ask the help of others to facilitate
meaningful to the students. It should be
comprehension: manage one's emotions when
simple and easy to handle. It should provide
listening such as confidence building and
opportunities for students to succeed.
cooperation.
CONNECT
PRE-LISTENING
 make connections with people, places,
 During the pre-listening phase, teachers need
situations, and ideas they know
to recognize that all students bring different
backgrounds to the listening experience. FIND MEANING
Beliefs, attitudes, and biases of the listeners  determine what the speaker is saying about
will affect the understanding of the message. people, places, and ideas.
In addition to being aware of these factors,
QUESTION
teachers should show students how their
 pay attention to those words and ideas that
backgrounds affect the messages they receive.
are unclear
ACTIVATE EXISTING KNOWLEDGE.
MAKE AND CONFIRM PREDICTIONS
 Students should be encouraged to ask the
 try to determine what will be said next
question: What do I already know about this
topic?
BUILD PRIOR KNOWLEDGE MAKE INFERENCES
 Teachers can provide the appropriate  determine speaker's intent by "listening
background information including between the lines"; infer what the speaker
information about the speaker, topic of the does not actually say.
presentation, purpose of the presentation, and
the concepts and vocabulary that are likely to REFLECT AND EVALUATE
be embedded in the presentation.  respond to what has been heard and pass
judgment.
REVIEW STANDARDS FOR LISTENING
 Teachers should stress the importance of the POST-LISTENING STAGE
audience's role in a listening situation. There  This is usually at the end of a lesson . These
is an interactive relationship between audience are off-shoots or extension of the work done at
and speaker, each affecting the other. the pre- and while listening stage. At this stage
the students have time to think, reflect,
ESTABLISH PURPOSE discuss and to write.
 Teachers should encourage students to ask:
"Why am I listening?" "What is my One-Way Listening Tasks (transactional)
purpose?" Students should be encouraged to  It involves listening and responding through.
articulate their purpose. different ways to achieve outcomes. They do
not have to interact with the speaker while
TQLR listening. It is mainly concerned with
 T- Tune- in obtaining information and knowledge.
 Q- Question
 L- Listen TWO-WAY LISTENING TASKS
(INTERACTIONAL)
 R- Review
USE A LISTENING GUIDE
Edu 569: English
 The listener has to interact with the speaker
by asking questions, offering information and
expressing opinions.