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Nice to see you here again on Teach English Now.
In this module, we examine listening strategies for learners and for teachers.
First of all, we mention that although definitions vary for
listening strategies, and may include sociocultural and metacognitive aspects.
For our purposes,
we are going to view listening strategies in an all-encompassing way.
As long as they help learners overcome difficulties that make listening hard.
Also, as we go back and review the strategies,
think about which strategies you used when you were watching these videos or
when you were learning a language.
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>> And that's what we discussed first,
strategies that language learners use when they don't understand something,
such as a lecture, a joke, or even a new vocabulary word.
Keep in mind that these strategies involve varying amounts of risk, and
that's why a language learner might choose one strategy
over another in a particular situation.
A request for clarification such as, could you repeat that, involves risk.
Because you might have to interrupt someone in order to ask.
While, with a less risky strategy, a request for
elaboration, you're asking someone for further information or
detail, so you appear as if you just want to know more about the topic.
Waiting until another time to seek clarification
involves the least amount of risk because with this technique, the learner is
waiting until the end of a lecture or conversation to request elaboration.
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Remember, if you would like further details or clarification on any of these
strategies, go back and review the videos from this module.
>> Yes, Jessica, and that brings us to our next set of strategies
that involve slowing things down so
that learners can take control of learning and learn at their own speed.
Using the concept of focused attention while watching TV shows or
lectures repeatedly, and honing in on particular linguistic features each time
is a crucial strategy to improve language skills, according to researchers.
Also, taking notes while listening to a lecture is especially helpful
when trying to remember key concepts.
We presented an effective note taking method called the Cornell Method,
which involves taking notes during the lecture and
then summarizing the main points after the lecture.
Above all,
remember that all these strategies put learners in charge of their own learning.
Just like our panelist took charge on the game show and
ultimately made listening easier for learners.
>> Good reminder, Shane.
So, if learners are taking charge of their own listening,
what can teachers do to help learners improve their listening skills?
As we discussed, this is a difficult question for researchers to agree upon.
Although there are a few strategies that have generated a broad consensus among
researchers.
We mentioned some strategies from past courses, such as using visual cues and
warm language to keep learners engaged in the lesson.
As well as the principle of noticing an enhanced input from the fourth course.
This involves making listening easier for students by, for example, writing keywords
from an audio recording on the board, and having students listen for those words.
Or, instead of playing a recording in class, use your own voice and
emphasizing certain parts that you would like students to notice.
If you're unsure of any of these concepts,
please feel free to watch the videos again.
You can even use the concept of focused attention while watching the videos, or
jump on the discussion boards to ask fellow learners.
>> Finally, we talked about the importance of teachers using a combination
of both top down and bottom up processes with their students.
If you recall, in a bottom-up process, students are paying close
attention to a particular detail, such as the speaker's tone or attitude.
Whereas in a top down process, students are listening for big picture ideas and
overall meaning, connecting these new ideas to previous knowledge.
Overall, remember that you should keep your students' needs in mind,
as you choose a variety of pre-listening, listening, and post-listening activities,
that will help your students comprehend the audio recording.
And don't be afraid to repeat the listening passage multiple times for
students, while carefully selecting which sections to repeat or
the specific tasks that you will give students during the listening.
>> And now it's time to turn our attention to speaking.
In the third module, we'll examine what makes speaking challenging for
learners and for teachers.
But first, it's your turn to respond to the writing prompt, and the peer review.
>> After completing the writing prompt and reviewing your peers,
it's time to test your understanding of this module, with a checkpoint quiz.
Please go back and review any material or
post on the discussion boards, if you have questions.
Good luck, and we'll see you in the next module.
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Jessica CincoInternational Educator
Dr. Shane DixonSenior International Educator
Dr. Justin ShewellSenior International Educator
