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Teaching listening in young learner classes. Strategies and stages.Listening is a receptive skill which involves understanding an oral input. Reasons for listening: - listening for general information - listening for specific information - listening for enjoyment - listening for curiosity - listening for pronunciation practice Objects of teaching = Listening subskills: - listening for gist: Get the main idea of what is being said without focusing on specific details; - listening for specific information - extensive listening – for a long period – for pleasure - listening for detailed understanding: e.g. directions – listening intensively to understand all information - listening for implications Listening can be: 1) formal / informal 2) face to face / via channel 3) one sided / multisided (conversation) What is necessary for listening: · Predicting – anticipatory mechanisms – to predict what is going to come next on the level of a word, sentence, text; ability to contextualize the information · Linguistic knowledge: deals with recognition of sound, intonation, stress, grammar, lexis, knowledge of formal / informal styles · Cognition: short-term memory and long term ability of coding-decoding information · Paralinguistic features – gestures, body language, noise, music, environment clues · Personal motivation There are 3 stages of teaching listening: 1) pre-listening: to prepare pupils for listening, to activate their previous experience and knowledge. Exercises guide pupils to the meaning, ask them to predict and get ready: Read smth additional before listening; Discuss the subject; Describe the pictures; Answer the questions (not more than 3); Matching (to predict the content) + grammar or vocabulary exercises 2) while listening: to develop the skill of accessing meaning from spoken language. Activities aimed at listening for gist, for specific information, to restore missing information: putting pictures in order, completing tables/charts/grids/sentences, drawing a picture, doing some actions/movements, note-taking, labeling, gap-filling, true-false, multiple choice, spotting mistakes 3) post listening: to check pupils’ understanding: putting pictures in order, matching them to the text, true-false, extending the list of ideas, extending notes to full responses, identifying relations between speakers, decision-making, role plays, simulations, dictation, writing compositions/letters/essays, answering questions, summary. Listening skills are always integrated with other skills.
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