For my Communication Skills class. Listen and practice at home. Don’t forget to find your one one-sentence samples from anywhere like our textbook, graded reader, anywhere.
Please practice and review these problem points:
Due to sudden family emergency, I had to return home, and cannot give this presentation. However, I am eager to give this workshop to your group, office, chapter, etc if requested.
I will be presenting a workshop titled “Using Bottom-Up Approaches to Teach Listening” at the annual Japan Association of Language Teachers (JALT) conference in November this year. I encourage you to come along, or ask questions online (via Twitter is best). Official details:
Conference: Japan Association of Langauge Teachers (JALT) 2016 conference, http://jalt.org/conference.
Sunday, November 27th. CANCELLED (see above)
1:05 PM – 1:30 PM (25 minutes).
Presentation ID #: 619
Presentation Title: Using Bottom-Up Approaches to Teach Listening
Format: Practice-Oriented Short Workshop
Content Area: Listening (LIS)
Context: College & University Education
Handouts / resources:
(to be added later)
Often teachers teach listening by playing a CD and providing students with comprehension questions; though this is not teaching listening but testing it (Sheerin, 1987). Also, recent academic discussion has criticised the inadequacy of listening strategies (see Blyth, 2012; and Chang and Millet, 2014). Consequently, new methodologies were developed by the presenter to actually teach listening using bottom-up approaches based on cognitive science theory by Cutler (2012) and Field (2008). This practice oriented workshop introduces these new teaching methodologies which are the outcomes of a large scale mixed methods research project. This project worked with teachers in central Japan to develop and trial methodologies for bottom-up listening approaches that are suitable for their context (considering teaching preferences, class types, and students). Data collection included pre and post listening tests, as well as interviews with teachers and students. A key result is that bottom-up listening approaches, or teaching pronunciation, is an effective means to improve student listening abilities. This workshop will provide only a brief introduction to pertinent listening theory followed by demonstrations of simple activities that teachers can use from Monday morning. The workshop will include demonstrations, audience participation, and a short Q&A. Handouts will include web links to class handouts, audio samples, demonstration videos, and other related materials.
This semester I will try to make videos and add them to my YouTube channel. This is so you can review classroom activities we did, and to do your own practice. Here is the first one: Important word stress. I won’t post these each week, but please look at the Pronunciation page for more, and subscribe to my YouTube channel.
I’ll be presenting New ways of teaching listening at Nagoya JALT (http://jaltnagoya.homestead.com/) on Sunday the 15th June at the Nagoya International Centre, from 1.30pm to 4pm. See my resource page on the day to get a copy of the slides for your own reference, Winjeel.Com/Research/Teaching_Listening.
It’s interesting what different teachers think of when you ask them “How do you teach listening?”. This question was asked of some teachers who were kind enough to lend their time to me for the 2011 article I published in the KOTESOL proceedings (details). However, since then I’ve been able to ask more people, both formally and informally about this.
For both teachers and students, ‘teaching listening’ almost invariably means a set predetermined time in a lesson, often dictated by the textbook, and an audio cd that accompanies the textbook. So, listening might take up, possibly, just ten minutes of the lesson. Furthermore, often (thankfully not always), teaching listening means playing a CD and checking the accompanying comprehension questions afterwards. This is not actually teaching listening, but testing listening.
To teach something, the usual procedure is to provide instructional input first, provide scaffolded practice, and then test its acquisition (often at the end of semester). Why have we skipped the first two steps, when we have elaborate, well honed techniques for teaching grammar, for instance?
John Field (in his 2008 book), tells us that early listening pedagogy was adopted from reading pedagogy. In the late 1960’s early 1970’s expensive audio labs were installed in schools, and managers expected that we would make good use of them, but how? Of course busy teachers would just adapt techniques that were already within their pedagogical repertoire. As a consequence, many of our listening textbooks are structured like this, still.
So, how should we teach listening? Well, there are many things we can do. However, I’d rather make efficient use of class time, so I’d like to avoid the activities and techniques that are not effective, or worse still, damaging (there is some evidence that some listening activities has some negative consequence, more on that later).
So, what works? So far, in my research teaching pronunciation seems to be it. Or, using pronunciation as a vehicle for instructing listening. So this is the starting point of many articles on this topic that will follow on this blog. So, more to come.