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Video 1: What Makes Listening Hard?

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Teach English Now! Second Language Listening, Speaking, and Pronunciation

Arizona State University

4.9 (787 ratings) | 28K Students Enrolled

Kurs 2 von 4 in TESOL Certificate, Part 2: Teach English Now! Spezialisierung

In this course, you will be introduced to some of the challenges of teaching and learning listening and speaking, such as paralinguistics, performance variables, reduced and regional forms, and differing types of oral discourse. Don't worry--you'll learn what those mean, too! Then you'll learn how to ease the acquisition of listening and speaking for your students. The course also highlights the powerful opportunity to include pronunciation in listening and speaking classes and offers strategies to incorporate pronunciation activities.

Lehrplan anzeigen

Skills You'll Learn

Teaching, English Language, Lesson Plan, Speech

Bewertungen

4.9 (787 ratings)

5 stars
706 ratings
4 stars
70 ratings
3 stars
7 ratings
2 stars
4 ratings

Z

Jul 12, 2019

This course teaches you how to teach listening, speaking and pronunciation. The instructors apply all the strategies and techniques, so it is not just in a lecture form.

PV

Mar 29, 2018

This course is amazing! Very interesting display, interactive instructors and motivating. Thank you so much for those who built it. I really appreciate your great work.

Aus der Unterrichtseinheit

Basic Principles of Listening

In this module, learners are introduced to some of the fundamental elements of listening, including features that make listening a difficult chore for language learners. Learners are also introduced to basic listening strategies.

Video 1: What Makes Listening Hard?8:11

Video 2: Challenges to Listening for Learners11:11

Unterrichtet von

Jessica Cinco
International Educator
Dr. Shane Dixon
Senior International Educator
Dr. Justin Shewell
Senior International Educator

Skript

[MUSIC]

Hello, I'm your host, Articulate, and it's time to play our favorite game.

What makes listening hard?

>> Let's go ahead and introduce our panelists today.

Elizabeth comes to us from beautiful Lincoln, Nebraska.

Never been there, but I assume it's beautiful.

She enjoys spending time in a writer's group and

we are told by those in the know that she is great listener.

We'll find out about that, won't we?

Our second panelist, Jimmy Sarveen, comes all the way from Brainerd, Minnesota.

He enjoys ice fishing, snowmobiling and hunting.

i bet you've caught yourself a moose one or twice, eh, Jimmy?

>> Well, actually.

>> No need to talk.

[LAUGH] This show is all about listening.

All right, and

on to our third panelist, Iva Scobic, who comes to us all the way from Wisconsin.

I hear she's a vegan, which is just gross.

Meat, meat, meat, am I right, Jimmy?

No, seriously.

No need to duck.

All right, looks like all three of our panelists have escaped from the frozen

tundra that is Nebraska, Minnesota and Wisconsin to come to sunny Arizona.

[LAUGH] Good choice there.

>> Hey!

>> Woah, no time for speaking, let's get on with the game and

play what makes listening hard.

All right, as you know in round one we revealed nine answers placed upon

individual tiles on our game board.

I will ask a question to each of our three panelists.

Are you ready?

Then lets play What Makes Listening Hard.

On to our first question which goes to Elizabeth.

What would you call a group of features in spoken language

that definitely makes listening hard for learners?

These features are beyond what we usually think of as language, and so

they are often not even taught.

These include elements such as accent, volume, tone, stress and

even body language.

So what are these features that make listening hard?

>> What's the key word?

The key word is beyond.

>> Hm, can I have a hint?

>> Hint, if you have studied your prefixes,

then you know that the keyword is right there, in one of the nine tiles presented.

>> Prefixes?

Well, prefixes are often discussed in a study of morphology,

so I might want to choose morphological reductions, but I'm still unsure.

>> Well, while we are waiting, let me just state that accent, tone and

stress are often forgotten within language classrooms.

In other words, many teachers don't teach these important items at all.

>> Reduce to three?

>> Sure.

Let's let our audience at home play along with us.

Go ahead and key in your answer now.

Looks like our audience is split, but

I can tell you that it is paramount that you answer soon.

And I am wearing a pair of socks.

>> Paralinguistics?

>> [SOUND] Correct, amazing.

Paralinguistics refers to a group of features that are beyond what is commonly

referred to as linguistics.

It can refer to accent, tone, stress, body language, and even volume, rate, fluency,

and pitch.

These are features that really make listening difficult.

Ever speak to someone who spoke too fast?

Too quietly?

Or that in an accent that you are unfamiliar with?

Paralinguistic features definitely make listening hard.

Now, onto our second question for Jimmy.

These are also a group of features that speakers use that can make listening hard.

These features are often seen in high-stakes situations,

such as an improvised speech or an unexpected and important phone call.

These features might include features such as fillers and redundancies.

You have five seconds.

>> Fillers and redundancies?

I don't know what those are.

These questions are hard.

I wish we had time to review this stuff.

For us to answer it just seems like.

[SOUND] >> Time is up, so sorry.

If you had just responded to what I had asked, you might have had a chance.

Now let's go to our poll question to see if our audience can do any better.

We'll reduce to three.

And now, let's ask the winner of question one, hey, Elizabeth, to answer for us.

You're so smart.

Glasses, glasses means smart.

That's a paralinguistic element right there.

>> I do have glasses, yes, but I would think the fact that I have a master's

degree would show- >> Nope, it's the glasses.

On TV, glasses always mean smart.

Now, what's your answer?

>> Performance variables?

[SOUND] >> Yes, right again!

Performance variables such as fillers and

redundancies are often used in speaking, but not so much in writing.

We'll have to talk about that later, too.

>> Why are we taking a quiz without studying the stuff first?

>> Yes, and by the way, I'm the one asking questions, and you are the one

receiving a parting gift to help you with your inability to listen well.

>> Hey.

>> We are going to give you a trip to Hawaii!

>> Wow, a trip to Hawaii!

That's fantastic!

>> With your angry mother-in-law!

>> Wait, what?

But I don't even have a mother-in-law.

>> [LAUGH] We found one for you, and

she's quite feisty, quite upset at the direction of your life, I'll tell you.

>> Jimmy, how many times have I told you being a teacher is a stupid thing.

You're not going to take care of my daughter.

>> She is sure to talk your ear off and

tell you all the things that you need to improve.

[LAUGH] Excellent listening practice.

Now, our third question, Iva, I'm going to present to you in elliptical fashion.

>> I don't know what that means.

>> Unplanned monologues, transactional dialogues, planned or scripted monologues,

interactional dialogues.

>> That's just a list of stuff I haven't studied.

>> [SOUND] [LAUGH] Too bad, that is not the right answer.

>> Can I get a key word?

>> Mm, no, no you cannot.

>> How about reduce to three?

>> Hm, no, again.

>> But why not, she did.

[LAUGH] You don't have glasses.

>> That's ridiculous.

>> Mmm, five seconds.

>> Fine, regionalisms.

[SOUND] >> So sorry, incorrect.

Now, let's go to a poll question.

Audience, what do you think?

Our audience has chosen.

Now let's reveal the correct answer.

Okay, Elizabeth, let's let you help out poor Iva.

The answer we are going for is.

>> Types of oral discourse.

>> [SOUND] Amazing, types of oral discourse.

You are correct again.

There are many different types of oral or spoken discourse.

And these different types all require different kinds of listening.

We'll talk about that a bit more later.

>> This entire course seems totally backwards.

Why is this first video a quiz show with quiz questions no one has studied?

Shouldn't you have started with the answers first and

then given us these crazy hard questions?

She's questioning our curricular design, got to get her out of here.

Yup, yup, mm-hm.

Whoo, looks like it's time to welcome to escort our second loser off the stage, but

not without a parting gift.

Remember, everyone here on What Makes Listening Hard is a winner.

>> But you just called me a loser.

>> [LAUGH] Okay, and what do we have for our guests today?

Looks like, why yes, it is, twin babies.

>> Twin what? I can't take care of twin-

>> That should definitely help

improve your listening, no doubt.

They are sure to want to communicate all kinds of messages to you,

using their very rudimentary understanding of language.

Good luck.

>> Someone help?

This doesn't make any sense at all.

[MUSIC]

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