Structuring Extensive

Listening with Listening

Circles
Megan Wright and Kristin Ho
What is Extensive Listening?
Listening to a wide range of listening sources
outside the classroom
Can include: news reports, YouTube videos, TV
shows, movies, podcasts, everyday
conversations…
Vandergrift and Goh (2011)
Increased exposure to spoken English is beneficial
BUT many learners may feel discouraged by lack of
improvement.
This can be addressed by adding structure and
guidance to extensive listening activities.
3 Keys to Structured Extensive Listening
Variety
Frequency
Repetition
Renandya and Farrell (2010)
Features of authentic speech particularly difficult for ELLs:
Rate
Reductions
Word boundaries
Processed in “real time”
Nervousness
Vocab
Inability to recognize words they know
Finding and Evaluating Authentic Materials
Time-consuming
Chose some more challenging videos
Features considered: rate, vocabulary, grammar
structures, pronunciation features…
Avoided sources created for ELLs
Video topics related to textbook content
Features considered: speed, vocabulary, grammar
structures, pronunciation features (reductions, linking)
Our Learner Population
Intensive English Program
Intermediate proficiency level
Communication Skills class
Purpose of Listening Circles
Introduce students to a variety of speakers and
lecture structures
Limited student autonomy
Outside class time to practice listening and
notetaking skills
In-class discussion
Overview
1) Assign groups and roles.
2) Give students video/podcast options.
3) Students complete weekly homework log.
4) In-class discussion of logs
5) In-class worksheet to share ideas with class
6) Instructor collects worksheets to monitor student
progress.
Homework Worksheets
Note-taking section
specific instructions allow students to practice different note-
taking methods and strategies
Roles
Idea/Vocabulary Identifier: identifies words and phrases that
are interesting, important, or confusing
Connector: writes discussion questions to engage group in a
discussion of the key ideas from the video
Pronunciation Analyst: identifies confusing or interesting
segmental and suprasegmental features discussed in class
Additional Activity
Each student group leads a class discussion
• choose a video
• identify key vocabulary
• create comprehension questions
• create discussion questions
Some Suggested Sources
Voice of America The Bechdel Cast
It’s Okay to Be Smart My Favorite Murder
Beyond Science Stuff You Should Know
Hidden Brain
5 Minute Lectures
Invisibilia
TED ED Stuff You Missed in History Class
TED Gastropod
Good Mythical Morning This American Life
Crash Course Stuff Your Mother Didn't Tell You
The Bright Sessions
References
Renandya, W. A. & Farrell, T.S.C. (2010). 'Teacher, the tape is
too fast!' Extensive listening in ELT. ELT Journal, 64 (1). Retrieved
from https://www.researchgate.net/publication/249252935_'Te
acher_the_tape_is_too_fast'_Extensive_listening_in_ELT
Vandergrift, L. & Goh, C.C.M. (2011). Projects for Extensive
Listening. In Teaching and Learning Second Language Listening:
Metacognition in Action (198-214). New York, NY: Routledge.
Questions?