Active listening:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
[2017]
|
| Ausgabe: | First issued in hardback |
| Schriftenreihe: | Research and resources in language teaching
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | First published 2013 by Pearson Education Limited |
| Beschreibung: | xii, 338 Seiten Illustrationen 24 cm |
| ISBN: | 1138437581 9781138437586 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804184559956262912 |
|---|---|
| adam_text | Contents xii Preface Part I Part II From Research to ImpLications 1 Theoretical· framework The five frames Affective Frame Key research findings ImpIications 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 Summary 1 3 3 3 5 6 6 9 9 10 12 13 13 15 15 16 18 18 From Implications to AppLication 21 Frame 1 Affective Frame 23 Introduction Ten illustrative activities A New Skill Fly Swatter Pinch and Ouch Photo Album Emotional Scenes Guided Journey Listening Circles 23 24 25 29 32 35 38 42 45
vi Contents Wrong Words Finish the Story Punchline Frame 2 Top Down Frame Introduction Ten illustrative activities Guiding Objects Top 10 List Memories KWL Chart Keep Doodling 2-20-2 Pictures The Right Thing Good Question! Split Notes False Anecdote Frame 3 Bottom Up Frame Introduction Ten illustrative activities Word Grab Shadowing Race to the Wall Action Skits Total Recall Bucket List Bingo Map Readers Details, Details What’s the Line? Pause and Predict Frame 4 Interactive Frame Introduction Ten illustrative activities Photoshop Whisper Dictation Interrupted Story Interactive Quiz Blind Forgery Milestones 49 52 55 61 61 62 63 67 71 76’ 80 84 87 93 98 104 107 107 108 109 114 118 122 127 131 134 137 141 145 149 149 150 151 155 159 163 167 171
Contents My Turn/Your Turn Guest Speaker Paraphrase Pecha-Kucha 174 179 183 188 Frame 5 Autonomous Frame 193 Introduction Ten illustrative activities Transcripts Cloud Discussions Listening Games News Hound Vox Pops Webquest My Listening Library Learn Something New Film Review Conversation Corner 193 194 195 198 201 205 209 214 217 223 229 233 Part III From Application to ImpLementation Issue 1 Choosing the content of the Ustening curriculum What is the role of listening in the İanguage 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 aU the time? Which type of listening should make up the bulk of the curriculum? Is it important to teach listening strategies? Issue 2 Organising the listening curriculum How should the listening content be organised? What are the advantages of a topic-based curriculum? Are there any disadvantages to a topic-based curriculum? Can a listening programme be organised by genre? What are the advantages of a genre-based curriculum? 239 241 241 241 242 243 243 243 244 244 247 247 247 247 248 248 vii
viii Contents Are there any disadvantages to a genre-based curricuium? Are there any other ways to organise a listening curriculum? How much listening is ‘enough’? Issue 3 Integrating listening with other skills 249 249 250 251 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? 251 252 , 252 Issue 4 Adapting the listening curriculum: institutional constraints and opportunities 255 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 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? Issue 5 Adapting the Listening curriculum: different student populations How can a listening curriculum of different ages? How can a listening curriculum an EAP class? How can a listening curriculum a Business English class? How can a listening curriculum an exam class? 251 255 255 256 256 257 258 259 be adapted for students 259 be adapted for 259 be adapted for 260 be adapted for 260
Contents How can Listening activities be adapted for testing purposes? How can Listening activities be adapted for different Levels? How can a listening activity and a listening curriculum be adapted to cater for students with low motivation? How can a listening activity be adapted to cater for students who do not have an auditory learning style? Issue 6 Adapting and creating the listening curriculum: different teachers How can a listening curriculum be modified by experienced teachers to better fit their class’s needs? How can listening activities and a listening curriculum be adapted by and for novice teachers? How can a listening curriculum be adapted to take into account the different beliefs of teachers? How can teachers adapt activities to encourage active listening? How can teachers create their own activities to encourage active Listening, i.e. what are the principles of these activities? What ideas and creative mindset can help us to devise new activities? Part IV From Implementation to Research Conducting action research What is action research? Why do action research? Where to start? What methods should I use for action research? What do you do with the information you collect? How do I publish the findings of my action research? Research Links Affective Frame Kinaesthetic learning Games Drama Realia Music Humour 261 262 265 266 269 269 269 270 271 272 273 275 277 277 277 281 284 284 285 285 285 286 287 287 288 288 ix
x Contents Top Down Frame Pre-listening Listening and memory Listening and images Listening to the news Academic listening and note-taking Bottom Up Frame Vocabulary and listening Decoding connected speech Dictation and dictogloss Testing listening Interactive Frame Storytelling Listening and interaction Listening and responding Autonomous Frame Using the web and mobile devices for listening Listening strategies Listening in the community Extensive listening Subtitles and transcripts Presentations and guest speakers 289 289 290 290 291 291 292 292 292 293 294 295 295 296 297 298 298 299 300 300 301 302 Glossary 303 Appendix 1: Active listening strategies Appendix 2: Audio files to accompany activities 311 315 References 317
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| adam_txt |
Contents xii Preface Part I Part II From Research to ImpLications 1 Theoretical· framework The five frames Affective Frame Key research findings ImpIications 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 Summary 1 3 3 3 5 6 6 9 9 10 12 13 13 15 15 16 18 18 From Implications to AppLication 21 Frame 1 Affective Frame 23 Introduction Ten illustrative activities A New Skill Fly Swatter Pinch and Ouch Photo Album Emotional Scenes Guided Journey Listening Circles 23 24 25 29 32 35 38 42 45
vi Contents Wrong Words Finish the Story Punchline Frame 2 Top Down Frame Introduction Ten illustrative activities Guiding Objects Top 10 List Memories KWL Chart Keep Doodling 2-20-2 Pictures The Right Thing Good Question! Split Notes False Anecdote Frame 3 Bottom Up Frame Introduction Ten illustrative activities Word Grab Shadowing Race to the Wall Action Skits Total Recall Bucket List Bingo Map Readers Details, Details What’s the Line? Pause and Predict Frame 4 Interactive Frame Introduction Ten illustrative activities Photoshop Whisper Dictation Interrupted Story Interactive Quiz Blind Forgery Milestones 49 52 55 61 61 62 63 67 71 76’ 80 84 87 93 98 104 107 107 108 109 114 118 122 127 131 134 137 141 145 149 149 150 151 155 159 163 167 171
Contents My Turn/Your Turn Guest Speaker Paraphrase Pecha-Kucha 174 179 183 188 Frame 5 Autonomous Frame 193 Introduction Ten illustrative activities Transcripts Cloud Discussions Listening Games News Hound Vox Pops Webquest My Listening Library Learn Something New Film Review Conversation Corner 193 194 195 198 201 205 209 214 217 223 229 233 Part III From Application to ImpLementation Issue 1 Choosing the content of the Ustening curriculum What is the role of listening in the İanguage 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 aU the time? Which type of listening should make up the bulk of the curriculum? Is it important to teach listening strategies? Issue 2 Organising the listening curriculum How should the listening content be organised? What are the advantages of a topic-based curriculum? Are there any disadvantages to a topic-based curriculum? Can a listening programme be organised by genre? What are the advantages of a genre-based curriculum? 239 241 241 241 242 243 243 243 244 244 247 247 247 247 248 248 vii
viii Contents Are there any disadvantages to a genre-based curricuium? Are there any other ways to organise a listening curriculum? How much listening is ‘enough’? Issue 3 Integrating listening with other skills 249 249 250 251 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? 251 252 , 252 Issue 4 Adapting the listening curriculum: institutional constraints and opportunities 255 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 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? Issue 5 Adapting the Listening curriculum: different student populations How can a listening curriculum of different ages? How can a listening curriculum an EAP class? How can a listening curriculum a Business English class? How can a listening curriculum an exam class? 251 255 255 256 256 257 258 259 be adapted for students 259 be adapted for 259 be adapted for 260 be adapted for 260
Contents How can Listening activities be adapted for testing purposes? How can Listening activities be adapted for different Levels? How can a listening activity and a listening curriculum be adapted to cater for students with low motivation? How can a listening activity be adapted to cater for students who do not have an auditory learning style? Issue 6 Adapting and creating the listening curriculum: different teachers How can a listening curriculum be modified by experienced teachers to better fit their class’s needs? How can listening activities and a listening curriculum be adapted by and for novice teachers? How can a listening curriculum be adapted to take into account the different beliefs of teachers? How can teachers adapt activities to encourage active listening? How can teachers create their own activities to encourage active Listening, i.e. what are the principles of these activities? What ideas and creative mindset can help us to devise new activities? Part IV From Implementation to Research Conducting action research What is action research? Why do action research? Where to start? What methods should I use for action research? What do you do with the information you collect? How do I publish the findings of my action research? Research Links Affective Frame Kinaesthetic learning Games Drama Realia Music Humour 261 262 265 266 269 269 269 270 271 272 273 275 277 277 277 281 284 284 285 285 285 286 287 287 288 288 ix
x Contents Top Down Frame Pre-listening Listening and memory Listening and images Listening to the news Academic listening and note-taking Bottom Up Frame Vocabulary and listening Decoding connected speech Dictation and dictogloss Testing listening Interactive Frame Storytelling Listening and interaction Listening and responding Autonomous Frame Using the web and mobile devices for listening Listening strategies Listening in the community Extensive listening Subtitles and transcripts Presentations and guest speakers 289 289 290 290 291 291 292 292 292 293 294 295 295 296 297 298 298 299 300 300 301 302 Glossary 303 Appendix 1: Active listening strategies Appendix 2: Audio files to accompany activities 311 315 References 317 |
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| isbn | 1138437581 9781138437586 |
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| spelling | Rost, Michael 1952- Verfasser aut Active listening Michael Rost and JJ Wilson First issued in hardback London ; New York Routledge [2017] xii, 338 Seiten Illustrationen 24 cm txt rdacontent sti rdacontent n rdamedia nc rdacarrier Research and resources in language teaching First published 2013 by Pearson Education Limited Didaktik (DE-588)4070463-4 gnd rswk-swf Hörverstehen (DE-588)4160399-0 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf English language / Study and teaching / Foreign speakers Listening Anglais (Langue) / Étude et enseignement / Allophones Écoute (Psychologie) Englischunterricht (DE-588)4014801-4 s Hörverstehen (DE-588)4160399-0 s Didaktik (DE-588)4070463-4 s DE-604 Wilson, J. J. 1969- Sonstige oth Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033929058&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Rost, Michael 1952- Active listening Didaktik (DE-588)4070463-4 gnd Hörverstehen (DE-588)4160399-0 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4070463-4 (DE-588)4160399-0 (DE-588)4014801-4 |
| title | Active listening |
| title_auth | Active listening |
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| title_full | Active listening Michael Rost and JJ Wilson |
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| title_short | Active listening |
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