Listening Top down and bottom up.docx

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1、1.istening:TopdownandbottomupIn,real-bfe,listening,ourstudentsWiIlhavetouseambinationofthetwoprocesses,withmoreemphasesontop-downor,botlomup,listeningdependingonthe*freasonstorlistening.TOP-downvs.bottom-upItsteningInthedassrmTop-downlisteningactivitiesBottomuphstnngactivitiesCodus*onTop-downvs.bott

2、om-uplisteningImaginethefollowingsituations:Overfc,you/friemutanoously.Thinkabouttalkingtoyourfriends(inyourfirstlanguage)inanoisybar.Itislikelythatyouguessthecontentoflargesectionsatthenversation.basedonyourknowledgeofthetopicandWhathasalreadybeensaid.Inthisway,yourelymgcanalsobepractisedseparately

3、,asteskillsinvokedarequitelfereni.Top-downlisteningactivitiesDoyouevergetyourstudentstopredictthecontentofalisteningactrvrtybeforehand,maybeusinginformationaboutthetopicorsituation,pctures,xkeywords?Ifso,youarealreadyhelpingthemtodevelopthertopdownprocessingskills,byencouraging(horntousethe*knowledg

4、eofthetopictohc)themunderstandthecontent.Thisisanessentialsk三卯VWthat,inarcalifelisteningsituation,evenadvancedtearnersarelikelytocomeaaosssomeunknownvocabulary.Byusingtheirknowledgeofcontextand-texttheyshouWew-tevellearnersmaysimplynothaveenoughvocabularyorknowledgeOfIhelanguageyet,butmostteacherswr

5、flbefamiliarwithIhesituationinwhichhigher-levelstudentsfailtorgntseknownwordsinthestreamoffastconnectedspeech.Bottom-uplisteningacbviliescanhelplearnerstounderstandenoughlinguisticelementsofVltlattheyheartothenbeabletouse1hertop-downskillstofillinthegaps.Therollowingprocedurefordevelopingbottomuplis

6、teningskillsdrawsondictogloss.andisdesignedtohelpieamefsrecognisethedivisionsbetweenYrds.animportantbottom-uplisteningskill.Theteacherreadsoutanumbero1sentences,andaskslearnerstowntedownhowmanywordsthereWOUidbeintewrittenformWcIhCtaskmightsoundeasy.IorIearnorstheweakIOrmSnnormalconnectedspeechcanmak

7、eitproblematic,soitisveryimportantforthteachertoSaythesentencesinaverynaturalway.ratherthanOctatmgthemWoSbyWOfaSomesuitablesentencesare: mgoingtothshop. DoyouwantsomeChOcOIatoO 1.etshaveaparty! dbettergosoon. Youshouldnthavetoldhim. Whatareyoudoing? Thereisntanyffe. Whathaveyougot9 Hcdoesntlikeit. I

8、tsquitealongway. Whydidyoutikyoudbeableto? CanyoutellhimIcalled?1.earnerscanbeaskedtocomparetheiranswersinpairs,beforelisteningagaintocheck.WhileSsteningathirdtime,theyuldwriteattheyhear,beforereconstructingtheCOmPtetesentencespairsorgroups.Bycomparingtheirversonwiththecorrectsentences,learnerswillb

9、ecomemoreawareofthesoundsofnormalspokenEnglish,andhowth$isdifferentfromthewrittenorcarefullyspokenform.ThiswillhelpthemtodeveloptheSkflofregnisingk11ovnWOrdSandidentifyingvcxddivisionsinfastconnededspeech.ConclusionSuccessfullisteningdependsontheabilitytocombinethesetwotypesofprocessing.ACtmiGSwhich

10、workoneachstrategyseparatelyshouldhelpstudentstombi11etop-dovandbottom-upprocessestobecomemoreeffectivelistenersinreal-lifesituationsorlongerclassroomhste*ngs.FurtherreadingAnneAndefsonandTony1.ynch(1988).bstening.OxfordUriversityPressJackRichards.Designinginstructionalmatena(sfortea6ngHs即Cgcomprehension,inThe1.anguageTcachogMatrix*,Cambridge.1990MaryUndcrwood(1989)TeachingUstcaing.1.ongmanPennyUr(1984).Teaching1.isteningComprehension,Cambridge.MagnusWilson.DiSCoVery1.iSIeDing-improvingpercep!ualprocessing.E1.TJournalVolume57.14(October2003).CatherineMorley,Teacher,Teachertrainer.Mexi