Unit8TeachingListening63.Reasonsforpoorlistening:1)Lackofteachingmaterials(audioandvideotapes);2)Lackofequipment(tapeplayers,VCRs,VCDs,computers);3)Lackoftraininginhowtousetheequipment;4)Listeningisnotincludedonmanyimportanttests;5)Lackofreal-lifesituationswherelanguagelearnersneedtounderstandspokenEnglish;6)Lessonstendtotestratherthantotrainstudents'listeningskills.64.Whylisteningcanbemoredifficultthanreading:1)Differentspeakersproducethesamesoundsindifferentways,2)Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;3)Spokenmaterialisoftenheardonlyonce.Inmostcases,wecannotgobackandlistenagain4)Thelistenercannotpausetoworkoutthemeaning5)Speechismorelikelytobedistortedbybackgroundnoiseorthemediathattransmitsounds.6)Thelistenersometimeshastodealsimultaneouslywithanothertaskwhilelistening,suchasformalnote-taking,writingdowndirectionsormessagesfromtelephonecalls,oroperatingequipmentwhilelisteningtoinstructions.65.Onereasonforstudents'unsatisfactorylisteningabilities:Thereisnotenoughvarietyinthematerialsthattheylistentoinclass.Inmostcases,thelisteningmaterialsaredailyconversationsorstories.Butinrealitywelistentofarmorethings,regardlessofwhichlanguageisused.67.ThefollowingaresituationswhereChinesepeopleneedtolistentoEnglish.Chooseeightsituationsthatyouthinkarethemostfrequent:[]telephoneconversationsaboutbusiness*[]radionewsinEnglish*[]lessonsorlecturesgiveninEnglish*[]conversationswithforeigners*[]instructionsinEnglish*[]watchingtelevisioninEnglish*[]watchingmoviesinEnglish[]shopassistantswhosellgoodstoforeigners[]dealwithtourists[]internationaltradefairs[]interviewswithforeign-enterprises企业[]negotiationswithforeignbusinesses*[]socializewithforeigners*[]hotelandrestaurantservices*[]listeningtoEnglishsongs68.Ifyoulookbackatthelistoflisteningsituations,youmayjudgethesituationsaccordingtothefollowingcriteria:1).Formalorinformal?2).Rehearsed（背诵/排练/练习）ornon-rehearsed?3).Canthelistenerinteractwiththespeakerornot?69.Thecharacteristicsoflisteninginreallife(adaptedfromUr,1996:106-7):1)Spontaneity2)Context3)Visualclues4)Listener’sresponse5)Speaker’sadjustment调节70.Twomajorpurposesinlistening.*Thefirstisforsocialreasons;(Likewhenwehaveacasualconversationwithfriendsoracquaintancestomaintainorbuildsocialrelationships).*Thesecondisforexchanginginformation.(Thesecondkindismoredifficult,accordingtoAndersonandLynch(1988),andneedsmoreemphasisinthelanguageclassroom,especiallyatintermediate中级andadvancedlevels).71.Principlesofteachinglistening:1).Focusonprocess:Howtoprocesstheinformation:*Theyhavetohearwhatisbeingsaid,*Theyhavetopayattention,*Theyhavetoconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.2).Combinelisteningandspeaking:Whyisitsoimportant?Mostofthetimeinreallife,thesetwoskillsareneededatthesametime.(Therearetwoproblemswiththisapproach手段.*Itdoesnotgivestudentschancetopracticelisteningandspeakingskillstogether.*Thelisteningcomprehensionquestionsdonottrainthestudentshowtolistenorhowtodevelopeffectivelisteningstrategies，andonlytestthestudents,3).Focusoncomprehendingmeaning:4).Grade(分。。。类/级)difficultylevelappropriately:AndersonandLynchthreemaincategories(1988:46)affectthedifficultyleveloflisteningtasks:(l)Typeoflanguageused;(2)Taskorpurposeinlistening;(3)Contextinwhichthelisteningoccurs.72.Pre-listeningactivities:1)Predicting2).Settingthescene3).Listeningforthegist4).Listeningforspecificinformation73.While-listeningactivities1).Nospecificresponses2).Listenandtick3).Listenandsequence4).Listenandact5).Listenanddraw6).Listenandfill7).Listenandguess74.Post-listeningactivities1).Multiplechoicequestions2).Answeringquestions3).Note-takingandgap-tilling4).Dictoloss75.Dictogloss:Dictoglossisarecentlydiscoveredlisteningactivitywhichrequirestheuseofcomprehensivelisteningskills.Dictoglosshasfourstages:(1)Preparation.(2)Dictation.(3)Reconstruction.(4)Analysisandcorrection.76.Definitionsoffourstages:(1)Preparation.Theteacherpreparesthestudentsbybrieflytalkingaboutthetopicandkeywordsoraskinggeneralquestions.(2)Dictation.Theteacherdictatesthetexttwice.Forthefirsttime,studentsjustlistenandfocusonthemeaning.Forthesecondtime,thestudentstakeextensivenotes.(3)Reconstruction.Basedontheirnotes,thestudentsworkinpairsorgroupsandreconstructthetexttheyhaveheard.(4)Analysisandcorrection.Thestudentscomparetheirversionofthetextwiththeoriginal,sentencebysentence.
