There ARE Strategies for Listening.

Autor/in	Mendelsohn, David J.
Institution	Teachers of English as an Additional Language, Vancouver (British Columbia).
Titel	There ARE Strategies for Listening.
Quelle	(1984), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Classroom Techniques; Context Clues; English (Second Language); Instructional Materials; Listening Comprehension; Listening Habits; Listening Skills; Nonverbal Communication; Receptive Language; Second Language Instruction; Stress (Phonology); Syntax; Teaching Methods; Vocabulary + Suchen Sie Ihr Suchwort? Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hörverständnis; Non-verbal communication; Nonverbale Kommunikation; Rezeptive Kommunikationsfähigkeit; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz
Abstract	It is important to teach listening strategies to second language learners because listening comprehension is a needed and wanted skill, and is also generally neglected. The traditional audiolingual approach does not see listening comprehension as a priority and gives little opportunity to practice listening. Traditional materials are unsatisfactory in that they do not have a natural style of delivery, consist primarily of monologue, are often simply recordings of written language, have inappropriate content, and give too much attention to form. There are in reality many types of listening: for one salient detail, for all salient details, for content for academic purposes, for inference, and for mood and interpersonal relations. There is need for a viable methodology for teaching listening, and two guiding principles exist: (1) to teach students to use all available signals (linguistic, paralinguistic, and extralinguistic), and (2) to encourage, guide, and train students to predict and guess using what has already been said and their existing world knowledge, as they do in their native language. A listening comprehension course in which each unit deals with a different strategy or aspect of listening is recommended, and three stages are suggested: (1) awareness or consciousness-raising, (2) specially constructed "training activities," and (3) less structured activities using unstructured real data. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01