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This is the last review of my blog and the content including discussion, analyzer and conclusion.
DISCUSSION
Madden (2008) describes one strategy-training activity which he calls Listening from the Middle
and attributes to the ideas of Mendelsohn (1994, 1995) and Anderson and Lynch (1998) in Madden 2008.
This activity aims to expand upon students’ top-down processing-skills, by getting students to listen to a recorded piece of authentic conversation from the middle and use referential clues from the discourse and background noise to infer information regarding its setting, context, mood and relationship between the interlocutors. Each of these pieces of information can act as indicators to trigger background knowledge.
For example, should the setting be identified as one of a school, and the relationship as one between a teacher and a student, previous experience of typical language and conversational subjects.
ANALYZE
Top-down processing skills seem to be a dominant tool when discussing how to improve learners’ listening strategies, however arguments for a more hfundamental focus on bottom-up processing skills have also emerged. Students will, undeniably, reach a level in the target language which requires a greater element of accuracy in the comprehension of an oral text than inferential top-down processing skills will be able to offer.
CONCLUSION
First, after examining the linguistic features (pronunciation, word boundaries, intonation, sentence and word stress, etc.), the cultural features (cultural background both of the student and the language, regional accents, etc.) and the psychological features (bottom-up and top-down processes, metacognition, metacognitive regulation, metacognitive knowledge, metacognitive experience, etc.) of the activity of listening.
Secondly, the importance of strategy awareness was discussed and various exercises (Listening from the Middle, Dichtogloss and Discovery Learning) were described as suggestions that could potentially be simulated, or adapted, and used to form a part of a teacher’s blueprint when addressing the effective teaching of both top-down and bottom-up listening strategies. In addition to this, the relevance of cultural background knowledge was considered and its unfaltering inclusion in any language curricula was strongly argued for.
So, this is the content, and I hope ITS can hopefully for us. Thank you for your visiting and see you on next blog..
Wassalamu'alaikum
This is the last review of my blog and the content including discussion, analyzer and conclusion.
DISCUSSION
Madden (2008) describes one strategy-training activity which he calls Listening from the Middle
and attributes to the ideas of Mendelsohn (1994, 1995) and Anderson and Lynch (1998) in Madden 2008.
This activity aims to expand upon students’ top-down processing-skills, by getting students to listen to a recorded piece of authentic conversation from the middle and use referential clues from the discourse and background noise to infer information regarding its setting, context, mood and relationship between the interlocutors. Each of these pieces of information can act as indicators to trigger background knowledge.
For example, should the setting be identified as one of a school, and the relationship as one between a teacher and a student, previous experience of typical language and conversational subjects.
ANALYZE
Top-down processing skills seem to be a dominant tool when discussing how to improve learners’ listening strategies, however arguments for a more hfundamental focus on bottom-up processing skills have also emerged. Students will, undeniably, reach a level in the target language which requires a greater element of accuracy in the comprehension of an oral text than inferential top-down processing skills will be able to offer.
CONCLUSION
First, after examining the linguistic features (pronunciation, word boundaries, intonation, sentence and word stress, etc.), the cultural features (cultural background both of the student and the language, regional accents, etc.) and the psychological features (bottom-up and top-down processes, metacognition, metacognitive regulation, metacognitive knowledge, metacognitive experience, etc.) of the activity of listening.
Secondly, the importance of strategy awareness was discussed and various exercises (Listening from the Middle, Dichtogloss and Discovery Learning) were described as suggestions that could potentially be simulated, or adapted, and used to form a part of a teacher’s blueprint when addressing the effective teaching of both top-down and bottom-up listening strategies. In addition to this, the relevance of cultural background knowledge was considered and its unfaltering inclusion in any language curricula was strongly argued for.
So, this is the content, and I hope ITS can hopefully for us. Thank you for your visiting and see you on next blog..
Wassalamu'alaikum
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