教学法课件Lecture6Teachinglistening.pptVIP

Teaching Listening Lecture 6 Luo Xiaojie 听力教学 第六讲 主讲人:罗晓杰 Methodology of English Teaching 英语教学方法与技能 Why does listening seem so difficult for students? What do we listen to in everyday life? What are the characteristics of the listening process? What are the principles and models of teaching listening? What are the common activities in teaching listening? Why does listening seem so difficult for students?  Quickly forget what is heard. Do not recognize words they know. Understand the words but not the intended message. Neglect the next part when thinking about meaning. Unable to form a mental representation from words heard. Do not understand subsequent parts of input because of earlier problems. the total time an individual is engaged in communication 9% is devoted to writing 16% to reading 30% to speaking 45% to listening listening can be more difficult than reading different dialects,accents, stresses, rhythms, intonation, mispronunciations, etc; little or no control over the speed listening can be more difficult than reading cannot go back and listen again cannot pause to work out the meaning of the heard material listening can be more difficult than reading background noise other tasks: note-taking, writing down directions or messages Characteristics of the listening process Listening in real life Spontaneity Context visual clues listener’s response speaker’s adjustment Principles and models of teaching listening Focus on process Combine listening with other skills Focus on meaning Grade difficulty level appropriately Bottom-up model Listening comprehension is believed to start with sound and meaning recognitions. Top-down model  listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Interactive Model listening involves both ‘bottom-up’ processing—recognizing sounds of words, phrases or structures ‘to