Teaching and Researching: Listening

ISBN-13: 9781138169982 / Angielski / Twarda / 2015 / 424 str.

Michael Rost;?Abar;?Abar

Opis

Teaching and Researching Listening provides a focused, state-of-the-art treatment of the linguistic, psycholinguistic and pragmatic processes that are involved in oral language use, and shows how these processes influence listening in a range of practical contexts. Through understanding the interaction between these processes, language educators and researchers can develop more robust research methods and more effective classroom language teaching approaches. In this fully revised and updated second edition, the book:

• examines a full range of teaching methods and research initiatives related to listening
• gives definitions of key concepts in neurolinguistics and psycholinguistics
• provides a clear agenda for implementing listening strategies and designing tests
• offers an abundance of resources for immediate use for teaching and research

Featuring insightful quotes and concept boxes, chapter overviews and summaries to guide the reader, Teaching and Researching Listening will engage and inform teachers, teacher trainers and researchers investigating communicative language use.

Spis treści

Contents

General Editors’ Preface   ix

Acknowledgements   xi

Preface xii

Introduction: Perspectives on listening

Section I Defining listening

Introduction:  The nature of processing

1   Neurological processing   

1.1  Hearing   

1.2  Consciousness  

1.3  Attention

1.4   Individual differences in neurological processes

  Summary:  Organization of neurological processing

2  Linguistic processing   

2.1  Perceiving speech      

2.2  Identifying units of spoken language   

2.3  Using prosodic features in processing speech    

2.4  Recognizing words  

2.5  Employing phonotactic knowledge  

2.6  Utilizing syntactic parsing

2.7  Integrating non-verbal cues into linguistic processing  

Summary:  Unification of linguistic processing

3   Semantic processing     

3.1 Comprehension: The role of knowledge structures

3.2 Cognitive understanding: The role of schemas

3.3 Social understanding: The role of common ground

3.4 The role of inference in constructing meaning

3.5   Listener enrichment of input

3.6   Problem-solving during comprehension

3.7   Reasoning during comprehension

3.8   Compensatory strategies during comprehension

3.9   Memory building during comprehension

3.10  Comprehension and learning

Summary:  Comprehension and understanding

4   Pragmatic processing  

4.1  Listening from a pragmatic perspective

4.2  Inferring speaker intention

4.3  Detecting deception

4.4 Enriching speaker meaning

4.5 Invoking social expectations

4.6 Adjusting affective involvement

4.7 Formulating responses

4.8 Connecting with the speaker

 Summary:  Listening as co-construction of meaning

 

5  Automatic processing

5.1 Goals of automatic processing

5.2  Linguistic processing

  5.1.2 Syntactic processing

5.3    Semantic processing

5.4    Pragmatic processing

 

Summary:   Automatic processing and human language processing

6 Listening in language acquisition

6.1    Listening in L1 acquisition:  Development of linguistic  processing    

   6.1.1  Lexical acquisition

6.2    Listening in L1 acquisition:  Development of semantic processing    

6.3    Listening in L1 acquisition:  Development of pragmatic processing 

6.4    Listening in L2 acquisition:  Development of linguistic processing

  6.4.1  Syntactic development

  6.4.2   Lexical development

6.5    Listening in L2 acquisition:  Development of semantic processing

6.6    Listening in L2 acquisition:  Development of pragmatic processing

Summary:  Comparison of L1 and L2 language acquisition

 

Section II Teaching listening

Introduction:   The role of teaching in learning to listen  

7   Approaches to teaching listening  

7.1 Contexts for teaching listening   

7.2 SLA research and language pedagogy   

7.2.1  Affective filter hypothesis

7.2.2  Input hypothesis

7.2.3  Interaction hypothesis

7.2.4  Processability hypothesis

7.2.5  Meta-cognition hypothesis

7.2.6  Sociocultural hypothesis

7.3 Development of listening instruction 

Summary: A balanced approach for teaching listening

8 Input and interaction    

 

8.1 Relevance

8.2 Genres

8.2.1  Narrative

8.2.2  Descriptive

8.3 Authenticity

8.4  Vocabulary

8.5 Difficulty

8.6 Simplification

8.7 Restructuring

8.8  Interaction

8.9 Strategies

Summary: Quantity and quality in input and interaction

9    Instructional design  

9.1  Structuring learning sequences 

9.2   Intensive listening

9.3   Selective listening

9.4 Interactive listening

9.5 Extensive listening

9.6 Responsive listening

9.7 Autonomous listening

Summary: Fresh instructional design

10 Listening assessment     

10.1    Defining the social and educational context for assessment

10.2    Developing criteria and constructs

10.3   Formulating a model of listening for assessment

10.4   Creating forms of assessment

10.5 Adjusting factors that influence test performance

10.6   Modeling listener processes during assessment

10.7    Assessing listening proficiency in oral interview tests

10.8 Describing listening proficiency

Summary: Fairness in assessment  

Section III Researching listening

Section introduction:  Direct insight   

11  Sociolinguistic orientations

11.1 Listener perspective

11.2 Listener participation

11.3 Listener response

11.4 Listeners in cross-cultural interactions

Summary:  The social dimension of language

 

12  Psycholinguistic orientations

12.1  Listener processing 

12.2  Listener memory

12.3   Listener misunderstandings  

12.4   Listener strategies

Summary:     Access to psycholinguistic processes

 

13 Developmental orientations

13.1  Academic listening

13.2 Listening materials

13.3 Autonomous listening

13.4  Teacher training

Summary:      Mixed methods of research

 

Section IV Exploring listening

14  Resources for further exploration  

14.1 Resources for teaching listening

14.1.1  Published sources

14.1.2  Internet sources

14.1.3  Online listening courses

14.1.4  Directories

 

14.2  Resources for researching listening

14.2.1 Research networks

14.2.2  Research tools

14.2.3  Research sources and avenues for dissemination  

Summary:  Exploring, researching, teaching   

Glossary

References

Index