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ELE128 > STRATEGIES IN TEACHING LISTENING > Flashcards

STRATEGIES IN TEACHING LISTENING Flashcards

1
Q

is the interpretation of incoming information based on prior knowledge, experiences, and expectations.

A

top-down process

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2
Q

is the retrieval of sensory information from
our external environment to build perceptions based on the current input of sensory information.

A

bottom-up process

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3
Q

what are the two processes of teaching listening

A
  1. top-down process
  2. bottom-up process
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4
Q

what are the 3 stages of teaching listening

A
  • before-listening stage
  • while-listening stage
  • after-listening stage
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5
Q

prepare your stuents through activities that require activating the prior knowledge, making predictions, and revising key vocabulary

A

before-listening stage

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6
Q

allow your learners to comprehend the oral texts through selective listening, gist listening, or sequencing

A

while-listening stage

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7
Q

learners should be able to express their learning about the topic

A

while-listening stage

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8
Q

what are some exercises you can use during pre-listening stage

A
  • introduce vocab from the text
  • write guide questions that they can answer while and after reading the text
  • predict the oral text based on the title
  • ask questions
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9
Q

what are some exercises you can use during while-listening stage

A
  • let them list down important words
  • let them show understanding/non-understanding through gestures
  • let students guess the meaning of the words
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10
Q

what are some exercises you can use during after-listening stage

A
  • ask students to think and talk about what they heard
  • let them write their own opinions
  • ask them to sequence important events
  • ask questions for comprehension
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11
Q

what is the format of the pre-listening part of a listening lesson

A

IAPS

  • Identifying vocabulary/comprehensive words
  • Activating interest
  • Putting it in context
  • Setting the purpose
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12
Q

this is a part of the pre-listening stage in the format of a listening lesson where:

  • Breaking down unfamiliar words in a text is a good way to help students comprehend and understand the meaning of the lines
  • It also enhances the reading comprehension of students
A

identifying vocabulary/comprehensive words

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13
Q

this is a part of the pre-listening stage in the format of a listening lesson where:

  • Grabbing their attention through quotes within their interests is a good way of breaking the ice.
  • It establishes good rapport between you and your students and fosters a good sense of familiarity.
A

activating interest

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14
Q

this is a part of the pre-listening stage in the format of a listening lesson where:

  • With the established connection between you and your students, it becomes easier to put abstract concepts into meaningful and realistic context.
  • It allows students to think for themselves and apply the concepts learned into action
A

putting it in context

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15
Q

this is a part of the pre-listening stage in the format of a listening lesson where:

  • Identifying the purpose of a discussion encourages students to prepare their minds.
  • It also creates a sense of transparency and gives students what to expect during the discussion.
A

setting the purpose

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16
Q

what is the format of a listening lesson in the while-listening stage

A

LGT

  • listening and re-listening
  • guided listening and scaffold note-taking
  • thinking space
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17
Q

this is a part of the while-listening stage in the format of a listening lesson where:

You need to assess how much your students can take and if listening once is enough for them.

A

listening and re-listening

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18
Q

this is a part of the while-listening stage in the format of a listening lesson where:

If you need your students to complete something while listening, you have to make sure that they have previewed and understood the written task first before listening begins.

A

guided listening and scaffold note-taking

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19
Q

this is a part of the while-listening stage in the format of a listening lesson where:

  • Give students time to process the information by pausing in between paragraphs, and checking now and then if they are still following.
  • Be keen and address difficulties while in the process
  • Summarize, use questions, and point out significant details so that students will be able to recognize important parts of the message
A

thinking space

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20
Q

what are examples of listening texts

A
  • spoken poetry
  • radio programs
  • song lyrics
  • lecture
  • recorded announcements in airports, bus terminals, etc.
  • video segments (ted talks)
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21
Q

what is the post-listening stage in the format of a listening lesson

A

RAI

  • responding to the text
  • analyzing linguistic features of the text
  • integrating speaking and writing
22
Q

this is a part of the post-listening stage in the format of a listening lesson where:

  • providing discussion or evaluative questions that would be used by the students as a guide in processing the feelings they acquired and the ideas they had after listening.
  • providing students post-listening tasks that would let them categorize, synthesize, and clarify ideas or even give their reflection upon the message.
A

responding to the text

23
Q

this is a part of the post-listening stage in the format of a listening lesson where:

  • Asking students to analyze language forms from the script.
    SCRIPT: can be used as a springboard in teaching grammatical functions.
A

analyzing linguistic features of the text

24
Q

this is a part of the post-listening stage in the format of a listening lesson where:

  • Allowing students to use their productive skills. students can use their language skills creatively.
  • Students are allowed to express their appreciation and reaction through writing or in oral tasks.
A

integrating speaking and writing

25
Q

why do we assess?

A
  • thru the collected evidences from students’ performance, we can perform judgment about learners’ knowledge, skills, and abilities
  • we can check retention, comprehension, and acquisition t
26
Q

the teacher is preparing the students to listen

A

pre-listening stage

27
Q

what do pre-listening activities focus on?

A

ARR

  • activating previous knowledge
  • relating to previous task experience
  • relating to previous levels of achievement
28
Q
  • The goal of this level is to improve students’ listening skills and assess their understanding.
  • Formative assessment is done throughout the listening tasks to check for students’ progress and ability to complete the listening tasks.
A

while-listening stage

29
Q

what do while-listening stage activities focus on

A

LLM

  • listening for gist
  • listening for detail
  • making inferences
30
Q

in this stage, you move the students beyond the listening text and utilize it as a springboard for more language learning.

A

post-listening stage

31
Q

what do post-listening activities focus on

A

REEVS

  • reflecting
  • evaluating
  • encouraging transfer of skills
  • valuing different levels of achievement
  • summative assessment
32
Q

what questions should you ask yourself when assessing students’ listening skills?

A
  • Am I assessing for students’ ability to comprehend?
  • Am I assessing for students’ ability to decode language components?
  • Am I assessing for students’ ability to focus on important details after listening?
33
Q

what can you use as a guide in determining what to assess re: your students’ listening skills?

A

competencies under Listening Comprehension (LC) in the K-12 Curriculum Guide for English

34
Q

what are the different types of listening?

A

IRSE

  • intensive listening
  • responsive listening
  • selective listening
  • extensive listening
35
Q

in this type of listening, listening tasks and tests may focus on listening for the perception of the components of language such as sounds, words, discourse markers, etc.)

A

intensive listening

36
Q

what does intensive listening focus on

A

form of the language

37
Q

give an example of an activity for intensive listening

A
  • Recognizing Phonological and Morphological Elements
  • paraphrase recognition
38
Q

in this type of listening, listening tasks or tests may focus on students’ ability to create an appropriate short response after listening to short conversations/utterances.

A

responsive listening

39
Q

what does responsive listening focus on

A

showing understanding

40
Q

what is an example of an activity for responsive listeing

A
  • open-ended response
  • appropriate response to a question
41
Q

in this type of listening, listening tasks or tests involve listening to scan for specific information. Students may be directed to listen for directions, names, numbers, and figures, facts, events, or grammatical categories

A

selective listening

42
Q

what is an example of an activity for selective listening

A

listening close

43
Q

what does selective listening focus on

A

picking out important information such as dates, times, locations

44
Q

in this type of listening, listening tasks or texts may focus on developing a top-down process or global understanding of spoken language.

A

extensive listening

45
Q

what are examples of activities for extensive listening

A
  • dictation
  • dialogue and multiple-choice comprehension questions
46
Q

what does extensive listening focus on

A

understading longer texts and connecting the ideas

47
Q

what are the principles of assessment

A
  • reliability
  • validity
  • practicality
  • authenticity
48
Q
  • A reliable test is consistent and dependable.
  • Bachman & Palmer (1996) - Getting the same results when the same tests were to be administered to the same group of individuals on two different occasions in two different settings.
A

reliability

49
Q

this reveals the extent to which the test measures what it is supposed to measure and nothing else.

the assessment tasks reflect or measure the competencies or objectives as stipulated in the curriculum guide.

A

validity

50
Q
  • Tests should consider constraints like limitations, time constraints, case of administration, scoring, etc.
  • Time is often limited, resources may not be available, and students’ concentration is finite.
  • Consider the quality of the listening tasks over quantity
A

practicality

51
Q
  • Relationship between the test and the real world.
  • Assessment tasks should be reflective of real-life situations
  • tasks that have interactional authenticity may not necessarily replicate a real-world context, but they elicit a cognitively authentic linguistic experience since they create a context in which realistic uses of language can occur
A

authenticity

52
Q

according to grant wiggins and tsagari, what should we look out for in our students’ learning?

A
  • what they are doing well,
  • what they are struggling with, and
  • what they need to do differently to be more successful.

ELE128 (4 decks)

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