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Lesson-5.1

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Lesson-5.1

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christianrecta97
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LESSON 5.

1
LANGUAGE TEACHING AND LEARNING
STRATEGIES FOR LISTENING AND
VIEWING
The majority of text that students nowadays are
encountering and creating are multimodal, one where
the meaning is communicated by more than one
mode (e.g. written text, audio, still pictures, moving
pictures, gesture, use of space, etc.) This has huge
implications for our educational system. In fact, some
countries (e.g. Singapore, Canada, and Australia) have
added the skills of viewing and visually representing in
the traditional four macro skills of reading, listening,
speaking, and writing.
Listening and viewing are essential in comprehending and
appreciating multimodal texts. Viewing is defined by the
Canadian Common Curriculum Framework as an active process
of “attending and comprehending visual media, such as
television, advertising images, films, diagrams, symbols,
photographs, videos, drama, drawings, sculpture, and
paintings.” Viewing helps students develop the knowledge and
skills to analyze and evaluate visual and multimodal texts.
Listening is one of the major skills in language acquisition.
Learning to listen to the target language improves language
ability. The sound, rhythm, intonation, and stress of the
language can only be perfectly adapted through listening
(Renukadevi, 2014)
An early view of listening saw it as the mastery of discrete skills
or micro skills (e.g. Richards, 1983). A skills approach on the
other hand focused on the development of such things as (Rost,
1990): discriminating sounds in words, especially phonemic
contrasts, deducing the meaning of unfamiliar words, predicting
content, noting contradictions, inadequate information,
ambiguities, and differentiating between fact and opinion.
Applied linguists theorized bottom-up and top-down models of
processing to explain the nature of listening. We can see here
the importance of prior knowledge in comprehension.
Bottom-up processing helps students recognize
lexical and pronunciation features to understand
text. Because of their direct focus on language forms
at the word and sentence levels, bottom-up
exercises are particularly beneficial for lower level
students who need to expand their language
repertoire. As they become more aware of linguistic
features of the input, the speed and accuracy of
perceiving and processing aural input will increase.
Top-down processing relies on prior knowledge and
experience to build the meaning of a listening text
using the information provided by sounds and words.
To arrive at a meaning of a text, the listener draws
on personal knowledge of the context, topic,
speakers, situation, and the world, matching it to the
aural input.
The table below lists some skills for each approach.

Bottom-up Listening Skills Top-down Listening Skills

• distinguish individual sounds, • listening for gist, main ideas, topic,


word boundaries, and stressed and setting of the text
syllables • listening for specific information
• identify thought groups • sequencing the information
• listen for intonation patterns in • prediction
utterances • guessing
• identify grammatical forms and • inferencing
functions
• recognize contractions and
connected speech
• recognize linking words
Understanding the viewing process is as important as
understanding the listening and reading process. Effective and
active viewers ask these questions:

• What is the text representing?


• What is the purpose of the text?
• To whom is the text directed?
• How is the text constructed?
• What assumptions, interest, beliefs, biases, and values are
portrayed by the text?
• What is my reaction to the text? What causes this reaction?
They also engage in the following procedure:

1.Pre-viewing - Students prepare to view by activating their


schema (the prior knowledge they bring to the study of a topic or
theme), anticipating a message, predicting, speculating, asking
questions, and setting a purpose for viewing.
2.During viewing - Students view the visual text to understand the
message by seeking and checking understanding, making
connections, making and confirming predictions and inferences,
interpreting and summarizing, pausing and reviewing, and
analyzing and evaluating.
3.After viewing/responding - Students respond personally,
critically, and creatively to visual text by reflecting, analyzing,
evaluating, and creating.
Mendelssohn (1994) posits the methodologies in the teaching of listening as
characterized by the assumptions listed below
Assumptions:
1.Listening materials should be based on a wide range of authentic texts,
including both monologues and dialogues
2.Schema-building tasks should precede listening.
3.Strategies for effective listening should be incorporated into the
materials.
4.Learners should be given opportunities to progressively structure their
listening by listening to a text several times and by working through
increasingly challenging listening tasks.
5.Learners should know what they are listening for and why.
6.Tasks should include opportunities for learners to play an active role in
their own learning.
Examining Teaching Strategies for Listening

Here are more research-based strategies for teaching listening.

1.Listen and draw


2.Asking questions to help students listen
3.Purposeful Listening
4.Listening with peer interaction
Examining Viewing Frameworks

The 3Cs (Color, Camera, Character) and the


3Ss (Story, Setting, Sound) framework for
Film and Video
Color
- What colors do you see?
- What do the colors make you feel?
- Why do you think certain colors are used?
- What mood do you think the colors create?

Camera
- What shots have been used?
- Through whose eyes do we see the story?
- When do we see different characters’ point of
view?
- When does the camera move and when does it
stay still?

Character
- What do the main characters look like?
- How do they speak and what do they say?
- How do they behave?
Story
- What happens in the beginning, middle, and at the
end of the story?
- What are the most important things (events) that
happen in the story?
- How do we know where the story takes place?
- How long does the story take place in “real” time?

Setting
- Where does the action take place?
- When and how does the setting change?
- How could you tell where the story was taking
place?
- How could you tell when the story was taking
place?

Sound
- How many different sounds do you hear? What are
they?
- How does the music make you feel?
THANK YOU

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