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ملخص_الفصل_الثامن_لمادة_الطرائق_مرحلة_ثانية
ملخص_الفصل_الثامن_لمادة_الطرائق_مرحلة_ثانية
ملخص_الفصل_الثامن_لمادة_الطرائق_مرحلة_ثانية
Chapters Summary
By
Assist.lect. Batool A.M. Al-shawi
Chapter 8 Summary
1. Active Listening
Listening is not a passive activity. Rather, listening places many demands on us.
Active listening is even a part of our intrapersonal communication in which we pay
attention to our own thoughts and ideas.
Another aspect of listening is the way we process what we hear. There are two
distinct processes involved in comprehending spoken English: bottom-up
processing and top-down processing. Bottom-up processing refers to decoding
a message that the listener hears through the analysis of sounds, words, and
grammar, while top-down processing refers to using background knowledge to
comprehend a message.
There are many ways in which EFL/ESL teachers can make use of media in their
listening classes. Radio, for example, offers songs, advertisements, talk shows,
and drama. Television offers an abundance of materials: quiz shows, comedies,
reality shows, soaps, cartoons, documentaries, educational programs, news,
weather forecasts, movies, award shows, and commercials.
Problem: The "Outdated Listening Lab" Problem EFL/ESL teachers may find
themselves in a traditional listening lab sitting at their carrels and listening to
tapes, rarely speaking with classmates. In these types of programs, the role of
the teacher in the listening lab is to broadcast a program to the whole class.
The teacher acts as a monitor, listening in on students, And furnishing
answers to listening exercises. This traditional approach doesn't always
produce the best results. Students complain that it is sometimes boring, and
that they do not necessarily gain much from the experience. Teachers com-
plain that there is little opportunity to interact with students on an individual
level or to provide them with practice in listening to authentic English used as
a means to communicate meaning between people.
time can also be devoted to allowing students to select their own listening
materials. Here, the teacher acts as a resource by helping students select
materials that will be comprehensible and of interest. The advantage of this
activity is that it teaches students to take responsibility for their own listening
development, and they can work at their own paces and levels. The
disadvantage is that such an individualized system does not match all
students' learning styles and expectations as to what a listening lab is.
Because of these advantages and disadvantages, teachers may want to use a
fraction of the scheduled lab time as an open lab or include both regular and
elective labs.