Active Listening (Research and Resources in Language Teaching)
By: J. J. Wilson (author), Michael Rost (author)Paperback
1 - 2 weeks availability
Listening is now regarded by researchers and practitioners as a highly active skill involving prediction, inference, reflection, constructive recall, and often direct interaction with speakers. In this new theoretical and practical guide, Michael Rost and JJ Wilson demonstrate how active listening can be developed through guided instruction. With so many new technologies and platforms for communication, there are more opportunities than ever before for learners to access listening input, but this abundance leads to new challenges: * how to choose the right input * how to best use listening and viewing input inside and outside the classroom * how to create an appropriate syllabus using available resources Active Listening explores these questions in clear, accessible prose, basing its findings on a theoretical framework that condenses the most important listening research of the last two decades. Showing how to put theory into practice, the book includes fifty innovative activities, and links each one to relevant research principles. Sample audio recordings are also provided for selected activities, available online at the series website www.pearsoned.co.uk/rostwilson.
As a bridge between theory and practice, Active Listening will encourage second language teachers, applied linguists, language curriculum coordinators, researchers, and materials designers to become more active practitioners themselves, by more fully utilising research in the field of second language listening.
Michael Rost has taught in Togo, Japan, Thailand, Indonesia, and the U.S. He is currently an instructional designer for Lateral Communications in San Francisco. JJ Wilson has taught in Egypt, Lesotho, Colombia, Italy, the UK, and the U.S., where he is writer-in-residence at Western New Mexico University.
Section 1: From Research to Implications Theoretical Framework The Five findings Implications Top Down Frame Key research findings Implications Bottom Up Frame Key research findings Implications Interactive Frame Key research findings Implications Autonomous Frame Key research findings Implications Section 2: From Implications to Application Frame 1: Affective frame Introduction Ten Illustrative Activities A New Skill learning a skill through listening Fly Swatter listening to select the correct word and 'swat' it Pinch and Ouch using drama techniques to focus on sounds Photo Album listening to personal stories using picture cues Emotional Scenes tuning in to the emotions of characters Guided Journey using visualization to develop listening and motivation Listening Circles giving supportive feedback to classmates Wrong Words listening for mistakes in transcriptions of song lyrics Finish the Story using imagination to complete a story Punchline understanding and evaluating jokes Frame 2: Top Down frame Introduction Ten Illustrative Activities Guiding Objects making predictions based on objects Top Ten List practicing guided note-taking Memories reconstructing a narrative based on partial information KWL anticipating content using a chart Keep Doodling creating a visual structure for a piece of listening input 2-20-2 Pictures using visuals to stimulate guesses about stories The Right Thing using multiple perspectives to understand a story Good Question using advance organizer questions to understand a lecture Split Notes practicing note-taking in an interactive manner False Anecdote listening for a lie in autobiographical stories Frame 3: Bottom Up frame Introduction Ten Illustrative Activities Word Grab listening to recognize specific words and phrases Shadowing practicing close listening and giving feedback Race to the Wall listening for key words and moving to the right place Action Skits listening for details in sequences of action Total Recall listening for specific details in a story Bucket List Bingo listening for specific phrases Map Readers following a route on a map Details, details listening for specific facts What's the line? hearing 'fast speech', learning phonological rules Pause and Predict predicting the next word in a story Frame 4: Interactive frame Introduction Ten Illustrative Activities Photoshop finding differences in a photo-shopped picture Whisper Dictation listening carefully in difficult circumstances Interrupted Story interacting with a speaker to get a story straight Interactive Quiz interacting through teacher-student questions Blind Forgery drawing based on descriptions of artworks Milestones group sharing of autobiographical material My Turn/Your Turn reconstructing an extract in pairs Guest Speaker interacting with guest lecturers Paraphrase paraphrasing as a form of feedback Pecha-Kucha presenting in front of an active audience Frame 5: Autonomous frame Introduction Ten Illustrative Activities Transcripts working with audio scripts and subtitles Cloud Discussions using online platforms to interact with peers Listening Games using web resources/apps for listening practice News Hound summarizing news stories Vox Pops talking to English speakers outside class Webquest doing an interactive research project My Listening Library Developing a bank of useful resources Learn Something New structuring and sharing new learning Film Review sharing and comparing film reviews Conversation Corner starting and maintaining a chat center Section 3: From Application to Implementation Part 1: Choosing the content of the listening curriculum What is the role of listening in the language curriculum? How can I help students learn language through listening? What is the role of teacher-talk in listening? What are the advantages of teacher-talk? Are there any drawbacks to using teacher-talk exclusively? Should the teacher speak to the students in the target language all the time? Which type of listening should make up the bulk of the curriculum? Is it important to teach listening strategies? Part 2: Organizing the listening curriculum How should the listening content be organized? What are the advantages of a topic-based curriculum? Are there any disadvantages to a topic-based curriculum? Can a listening program be organized by genre? What are the advantages of a genre-based course? Are there any disadvantages to a genre-based curriculum? Are there any other ways to organize a listening curriculum? How much listening is 'enough'? Part 3: Integrating listening with other skills Is it better to integrate active listening with other skills or to focus exclusively on listening? What are the advantages of the integrated skills approach? What are the advantages of a 'listening only' approach? How can we combine active listening with the other skills? Part 4: Adapting the listening curriculum: institutional constraints and opportunities How can a listening curriculum be adapted for schools with little equipment? How can an active listening curriculum be adapted for schools with tightly controlled curricula? How can an active listening curriculum be adapted for different institutional philosophies? How can an active listening curriculum be adapted to make the most of affordances and opportunities provided by the institutional context? How can a listening curriculum be adapted for very large classes? How can a listening curriculum be adapted for very small classes? Part 5: Adapting the listening curriculum: different student populations How can a listening curriculum be adapted for students of different ages? H
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