Listening Skill Development through Massive Comprehensible Input.

Autor/in	Kalivoda, Theodore B.
Titel	Listening Skill Development through Massive Comprehensible Input.
Quelle	(1987), (7 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Konferenzschrift; Leitfaden; Unterricht; Lehrer; Classroom Communication; Classroom Techniques; Curriculum Design; Educational Strategies; Elementary Secondary Education; Instructional Materials; Language Proficiency; Language Styles; Listening Skills; Second Language Instruction; Second Language Learning; Skill Development; Teacher Behavior; Teacher Developed Materials + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Lehrplangestaltung; Lehrstrategie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Sprachstil; Fremdsprachenunterricht; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher behaviour; Lehrerverhalten
Abstract	Foreign language listening comprehension instruction too often relies on brief selections read aloud or sporadic teacher talk interspersed with native language (NL) utterances, which fail to provide sustained listening practice. NL is overused for grammar-related talk, reducing target language exposure, encouraging translation, and hindering thought in the target language. In providing input, the teacher should design content built around "caretaker speech" characteristic of mother language. Caretaker speech offers both linguistic and extralinguistic support. Linguistic support consists of a variety of verbal manipulations, including simple vocabulary, simple syntax, repetitions, short utterances, pronoun restriction, exaggerated spacing, slowed speech, exaggerated intonation, and sentence break-up. Extralinguistic supports involve such elements as motor activity, concrete objects, realia, the chalkboard, and dramatization. A classroom presentation about a wallet illustrates the use of these supports to make the content completely comprehensible. Teachers can design materials to supplement or use apart from the text by using and expanding on a base topic. If teachers are to develop an atmosphere for second language talk, they should establish a time for its exclusive use followed by a time for exclusive NL use. Planned input can be reinforced by spontaneous communicative talk in the classroom. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01