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联靠浑
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1 英語聽力教學與資源介紹語言訓練測驗中心教學科

2 What do you think? 1. 聽力在英語課程中上的角色 ( 老師上課時如何訓練學生英語聽力 )? 2. 學生在聽力上遇到的困難? 3. 老師如何選擇聽力教材 /input?

3 聽力在語言學習的角色 Listening is a fundamental skill. The skills acquired through listening can transfer to other skills. Learning to speak another language simply cannot begin without understanding input at the right level. Tohsaku, Y. H. (2008)

4 學習者特質 (uncertainties for language learners) 1. Uncertainties of confidence 2. Uncertainties deriving from the presentation of speech 3. Uncertainties because of gaps in the message 4. Uncertain strategies 5. Uncertainties of language 6. Uncertainties of content 7. Visual uncertainties (Hedge, 2000)

5 全民英檢教育部分級初級國中課綱聽力能力說明聽力能力說明能聽懂與日常生活相關的淺易談話包括價格時間及地點能聽懂日常生活對話和簡易故事能瞭解簡易歌謠韻文的節奏音韻與內容能聽懂簡易影片和短劇的大致內容能辨識不同句子語調所表達的情緒和態度能辨識對話或訊息的情境及主旨 6 11/12/2010

6 聽力能力說明全民英檢教育部分級中級高中課綱聽力能力說明在日常生活情境中, 能聽懂一般的會話 ; 能大致聽懂公共場所廣播氣象報告及廣告等在工作情境中, 能聽懂簡易的產品介紹與操作說明能大致聽懂外籍人士的談話及詢問能聽懂簡易之英語日常對話能聽懂簡易之英語廣播與節目能聽懂教室用語及教師所講的日常生活英語能聽懂教師用簡易英語所講述的課文內容概要, 及針對課文內容提出的問題能聽懂與課文主題類似或相關之簡易會話故事或敘述 7 11/12/2010

7 多樣化的主題情境一般日常生活 : 日常問候餐飲購物家庭交通娛樂電話錄音廣播等工作場合 : 求職工作指示職場人際互動等學校生活 : 課程學習狀況課外活動學術性題材 ( 人文自然 / 社會科學等 ) 公共場合 : 機場超市購物中心醫院等 14 11/12/2010

8 Input 種類 Monologue: Unscripted (but possibly prepared), e.g. lectures, talks, speeches Scripted, e.g. news, written talks, stories read to children Public announcements Dialogue: Unscripted, spontaneous conversation between native / non-native speakers Spontaneous commentary Telephone conversations (Hedge, 2000)

9 教材 /Input 選擇 Speaker factors: How many speakers are there? How quickly do they speak? What types of accents do they have? The content: How complex is the grammar, vocabulary, and information structure? What background knowledge is assumed? Support: How much support is provided in terms of pictures, diagrams, or other visual aids? (Nunan & Berwick, 2010)

10 Listening processes Top-down processing: We infer meaning from contextual clues and from making links between the spoken message and various types of prior knowledge. Bottom-up processing: We use our knowledge of language and our ability to process acoustic signals to make sense of the sounds that speech presents to us. (Hedge, 2000)

11 Listening procedures Pre-listening While-listening Post-listening

12 Pre-listening Provide support that helps learners to tune in to the context and the topic of the text. An important objective for the pre-listening phase is to contextualize the text. to develop their top-down processing skills (Hedge, 2000)

13 Pre-listening Schema-building Prediction Focus on the listening (Nunan & Berwick, 2010)

14 Pre-listening Vocabulary / phrases Pre-teaching vocabulary Brainstorming vocabulary / title / expressions Sorting vocabulary / phrases

15 Pre-listening Predicting the context Using pictures Brainstorming dialogue Discussion questions Survey Using reading texts Silent viewing

16 Pre-listening Discussion questions Topic: My favorite football team What s the most popular sport in the UK? Soccer is called in the UK. What do you know about football? What do you call someone who likes a sport very much? Do you watch any sports? Have you ever played football/soccer?

17 While-listening Prediction Repeat listening (Nunan & Berwick, 2010)

18 Whilelistening Different types of listening Levels of understanding/ comprehension Listen for gist / main ideas. Listen for context. Listen for key details / specific information. Listen between the lines.

19 Whilelistening Details / Specific information micro-listening: listen for target items (Helgesen, 2003)

20 Whilelistening Inference Focus on emotions. Look for background information. (Helgesen, 2003)

21 Inference (script on slide #29) Does Sue like the painting? How do you know that? Her answer: Maybe that could go in the closet. I didn t want to hurt your feelings. Her intonation.

22 Post-listening Checking comprehension Analyzing language Practicing language (Nunan & Berwick, 2010)

23 Postlistening Post-listening activities Listen for learning: language use for giving directions Shadowing Dubbing Role-play Re-telling stories/events (note-taking, journal/ recall writing) Discussion questions

24 Postlistening Listen for learning - Dictation Linking, stress Vocabulary Functional language e.g. language use for giving directions

25 Postlistening British Council Learn English Kids Meaning focused listening Main goal: to follow and enjoy the story (Nation & Newton, 2009)

26 Postlistening Re-telling, Recall Writing re-telling stories/ events note-taking, journal/ recall writing (focus on details of the listening rather than grammar or sentence structure)

27 Postlistening Self-reflection discussion questions - clarifying: ask questions and give feedback - responding: react to what they hear - evaluating: they check on how well they have understood. (Helgesen, 2003) What are the sources of difficulty? What skills did you use to make the listening easier?

28 Your Turn Where should we put the sofa? 1. How would you design a listening lesson with this material? 2. What activities would you do with your students? Pre-listening While-listening Post-listening

29 Where should we put the sofa? Jack: Susie: Jack: Susie: Jack: Susie: Jack: Susie: Jack: Susie: Where should we put the sofa? How about along this wall? Across from the window? Yes, and then we could put the television here, next to the window. Okay, and I guess the bookcase would look good to the left of the sofa. That s just what I was thinking. And we can put the lamp on top of the bookcase. Of course. Now, what about this painting of dogs playing poker? Where should we hang that? Maybe that could go in the closet. What? I thought you liked it. I didn t want to hurt your feelings.

30 Pre-listening: vocabulary & expressions to the left of the sofa on top of the bookcase = on the bookcase

31 Pre-listening: 常見描述家具位置的介系詞 along the wall = against the wall across from the window next to the window window door

32 While-listening Jack 和 Sue 終於搬進他們的新家了! 現在他們正在討論家具要如何擺設請聽他們的對話, 並選出正確的家具擺設位置 : window door

33 While-listening 聽聽看 Jack 和 Sue 的對話, 你能完成下列句子嗎? 1. They put the sofa. 2. They put the TV. 3. They put the lamp. 4. Sue thinks the painting should. 5. Sue (likes/doesn t like) the painting.

34 Post-listening Jack and Sue 又把他們的傢具重新擺設了, 請試著用今天學到的介系詞描述他們如何擺設家具 : bookcase desk chair TV sofa lamp door window

35 Post-listening: Where would you put these items in the living room? sofa bookcase TV lamp Put the items in the room and tell your classmate where you put them. door window

36 適用於英語學習者之教學資源提供接觸 authentic English 的機會提供豐富的詞彙學習機會協助發展自學策略實用性考量台灣高中職技專教學環境

37 聽力學習網站 Australia Network Living English: BBC Learning English The Flatmates British Council Learn English Kids Elllo ELT Podcast ESL Pod Randall s ESL Listening Lab Real English Train your accent VOA Special English

38 參考書籍及教材 Beatty, K., & Tinkler, P. (2008). Sounds good: On track to listening success, Books 1~4. Hong Kong: Pearson Longman Asia ELT. Brown, S. & Smith, D. (2007). Active listening, Books 1~3. New York: Cambridge. Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press. Hedge. T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. 英語聽力教學與資源介紹 Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge. Helgesen, M. (2003). Listening. In Nunan, D. (Ed.). (2003). Practical English language teaching.(pp ). New York: McGraw Hill Contemporary. Nunan, D., & Berwick, A. (2010). Listen in, Asia special edition, Books 1-3. Singapore: Cengage. Nunan, D., & Berwick, A. (2010). Listen in, Teacher s edition, Asia special edition, Books 1-3. Singapore: Cengage. Richards, J. C. & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press. Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman. Tohsaku, Y. H. (2008). Developing listening skills: Theories and practical applications. AP Japanese Language and Culture, pp (retrieved from ap-sf-japanese-instructional-strategies.pdf)

39 Thank You! 語言訓練測驗中心

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