Developing, listening and comprehension skills

Trimis la data: 2010-04-23
Materia: Engleza
Nivel: Facultate
Pagini: 25
Nota: 9.80 / 10
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Autor: Marcu alina
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Without being taught to listen, people may be able to express themselves orally. However, they will never be able to communicate successfully if they are unable to understand what is said to them. We cannot develop speaking skills unless we develop listening skills.
A recent change of emphasis in the way listening is viewed has come from a realisation that speaking is not a separate skill in itself; but part of a broader skill - that of participating in oral/aural interaction - that is, in speaking and listening.

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Even extended speaking activities like joke telling, recounting an incident, or giving a lecture, usually require the active participation of listeners. Your pupils are likely to need a higher degree of aural (i.e. receptive) ability than of oral (i.e. productive) ability. In other words, they will need to listen to and understand a much wider range of language spoken to them (in terms of function, topic, grammar, vocabulary, accent, style, etc.) than they will need to be able to speak.

This means that you must ensure at least as much listening practice as speaking practice, if not more. The amount of emphasis will depend ultimately on what level of accuracy and what level of communicative sophistication your pupils are aiming at. Moreover, listening to spoken language is also an important way of acquiring the language - structures and vocabulary.

If you want to prepare your pupils for real-life listening, you need to be aware of the differences between real-life listening and classroom listening. Classroom listening is usually controlled and contrived, that is, listening situations are set up in advance, well prepared, and frequently scripted. Furthermore, the reason for listening is often a linguistic one. The material listened to may be read aloud from a written text, and as such it is likely to consist of full, grammmatically accurate sentences, clearly articulated and delivered at a deliberately slow pace.

Different listening texts have different vocabulary, grammar and even different phonology. For instance, there will be different phonological features in a chat and a supermarket staff announcement. A chat will generally go fast, it will make use of more contractions and there may also be a lot of fall - rise intonation. A supermarket staff announcement is generally issued in a monotone. The style of texts can vary from very formal, to formal, casual or intimate, with no hard and fast dividing lines between the styles.

If you wish to make your classroom listening tasks authentic, you need to consider which of the characteristics of real-life listening you can realistically bring into the classroom. In real life, the language we listen to is quick, informal and improvised, with the speakers putting it together as they go along. Speakers and listeners often know one another and can anticipate what they are likely to talk about. Informal and spontaneous speech has the following features:
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