Didaktika cizích jazyků - přednášky

Why is listening difficult?

• Listening takes place over time it is , in real life, hardly ever repeated, nothing is recorded -

• It is based on spontaneous performance

• Knowing the written form does not guarantee the Ss will recognize the spoken form

• Lexical density – too many word which we might not know, we can get confused

Characteristics of delivery

Reciprocal listening

• Involves interaction between two and more people…a conversation

• We can ask „Pardon, can you repeat it?“

Nonreciprocal listening

• The listener has no chance to contribute to a dialogue

• Other characteristics

• Organization duration, number of speakers accent

Myths about listening:

• You can‘t teach people how to listen.

• Listening is a passive skill. – It is not.

• It is easier for students to understand native speakers of English than foreign speakers.

• The skills involved in listening to a foreign language are the same as those that we used for listening in our native language.

• Why listening in class, students should not try to understand every word.

• Students should not be allowed to read the script of recording. – it is not advisable to give them transcript at the beginning of the lesson because they would only read it, they would not listen

Strategies good listeners use

• Cognitive – direct strategy – to understand the meaning

• Metacognitive – planning – “I will listen to some record everyday.” “I have difficulty to understanding it so I will listen to it more than once.”

• Socio-effective – we talk about it with friends, they tell us their opinions, we can learn from them

Discuss

• Reading is like listening, except that the input is written not spoken.

• Comprehension means understanding of all the words in text. → NO – it means to understand the idea

• Reading in the classroom means reading loud. → Students don’t focus on meaning, they focus only on pronunciation, linking… (reading loud doesn’t mean reading comprehension = understand the meaning)

• For teaching purposes, text should be simplified. → sometimes, higher level = less simplified

• Reading is a good way of improving vocabulary. → we usually learn vocabulary passively in this case, it will not stay in our memory

• The aim of classroom reading is the appreciation of literary texts.

• If you can read well in your first language, you will probably be able to read well in the second one. → it should be like that

Difficulties when reading a foreign language

• A limited knowledge of lexis

• The need to use dictionary

• Takes long time to get through a few sentences

• Understand individual words but not the meaning

• It is slow…the pleasure disappears

Listening and reading categories

Close reading = detailed reading

Inferential listening/reading – usually with poems

• We should start from bottom – from phonemes, words…

• Or we can give them the whole text and analyse it – paragraphs, sentences, words, phonemes…

• Pre-reading – introducing the text

• While-listening – we can repeat the listening many times, not only twice as usually

• Post-Listening – summarizing – retell the story, write the main points, write a similar text you listened to