Unit 8 Receptive Skills Reading And Listening

Front 1

top-down processing

Back 1

we start with “higher-level” features – background knowledge, context, overall meaning – and proceed through a series of steps “down” to “lower-level” semantic, syntactical and phonological features.

Front 2

bottom up processing

Back 2

we start by recognising phonemes, combining these into syllables, syllables into words, words into clauses, and so on “up” to contextual and background information.

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schema theory

Back 3

aims to understand the interaction of key factors affecting the comprehension process. Simply put, schema theory states that all knowledge is organized into units.

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L2 learners and processing

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may use combination of bottom-up and top-down processing to understand a text, for example compensating for a lack of vocabulary by employing top-down cues about context.

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transferability of L1 receptive skills

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key issue

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learners should...

Back 6

apply similar skills and strategies when listening or reading in a foreign language

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teachers should...

Back 7

consider types of text and how a native-speaker listeneror reader would approach them, and for what purpose.

Front 8

teaching strategies vary

Back 8

when reading for gist/global understanding or for detail

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bottom up

Back 9

building up the messages from the individual small pieces

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top down listening skills

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Using background knowledge, prediction and ‘filling-in’ gaps are allimportant listening skills.

Front 11

real life listening

Back 11

‘top-down’ mainly

Front 12

top down lesson structures

Back 12

reflect real life

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why discuss topic first in top down listen lesson?

Back 13

activate schemata - give context for listening - they may hear some of chunks they use

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why predict topic in TD listen lesson/

Back 14

Students hypothesise specific issues that may be raised.

Front 15

predict structure / functional lang in TC listen lesson?

Back 15

help learners to recognise the content more easily

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? first ask gist in TD listen lesson?

Back 16

Learners get an overall impression of the content without worrying aboutsmall items or individual words

Front 17

? gist listen for attitudes in TD listen lesson?

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Learners interpret intonation, paralinguistic features (sighs, etc.).

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why after listen for more complexity in TD listening lesson?

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interpreting smaller parts of the text, learners fine-tune theirunderstanding

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why finally pick out small lang details in TD listen lesson?

Back 19

This focused work (e.g. on pronunciation) may raise learner awareness(e.g. of weak forms) and thus help students to listen better in future.

Front 20

TD listen lesson order

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1. discuss/predict topic__2__predict functional lang__ 3__ listen for gist / attitudes __ 4__ complex meanings __ 5 __ small lang/pron points

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schema

Back 21

the mental representation of the knowledge and understanding a personhas about something. often added to or amended

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formal schemata

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knowledgeabout how things are sequenced and structured when they are said or written

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content schemata

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knowledge about the world, life, universe

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meaning...

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does not only come from a text –but is brought to a text.

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to teach listen / reading...

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it isn’t simply about doing the reading orlistening itself.

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how to activate schemata

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brainstorming, building illustrations or mind maps of words, thinking through sequences ofevents or interaction scripts ___layout, pictures, headlines

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application of L1 skills and strategies is limited by...

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knowledge of L2 / TL + radically diff. langs (eg chinese to english)

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skills

Back 28

The big overall areas of reading, writing, speaking, listening (and, possibly, thinking)

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subskills

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Individually identifiable discrete abilities that are employed as part of the skill –___e.g. inferring meaning, predicting, using previous knowledge to fill in missingitems.

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strategies

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Actions that a reader or listener chooses to do in order to help them read or listen - read for gist + listen for most stressed words.

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reading subskilss

Back 31

scanning2. skimming3. inference4. prediction5. deduction

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deduction

Back 32

the ability to work out the meaning of a word from its context

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inference

Back 33

the ability to understand deeper meaning from surface meaning__ eg__ 'inferring the author's underlying message

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example of bottom up

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first task of reading is to learn the code through which phonemes arerepresented in print.

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top down processing and meaning

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is a matter of bringing meaning to print, not extracting meaning from print.

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top down proceeds from

Back 36

from whole to part

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bottom up proceeds from

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part to whole

Front 38

Chinese learners find it difficult to hear

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the difference between l and r,

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rst - rhetorical structure theory

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Mann andThompson in 1988.[ a different view of text organization than most linguistic theories. text as block with functions for coherence eg background

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intensive reading

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learners reading in detail with specific learning aims and tasks

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intensive reading examples

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skimming, to answer questions, scanning a text to match headings to paragraphs,

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advantage of bottom up listening

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can help learners to understand enough linguistic elements of what they hear to then be able to use their top-down skills to fill in the gaps.

Front 43

bottom-up listening skill

Back 43

recognising divisions between words

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dictogloss for bottom up listening

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task - listen and count how many words in a sentence said by a teacher

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extensive reading

Back 45

reading texts for enjoyment and to develop general reading skills.

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benefit of graded material

Back 46

raise the students’ awareness of certain structures or patterns

Front 47

authentic material + probs

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just as it appears in real life + other features may steal focus, difficult to source, time consuming + level might be too high and offputting

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synthetic phonics

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teaches the relationships between sounds and letters___ does not teach letter names, rules or exceptions, but does match sounds to words and teaches spelling etc simplified phonetics /

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whole word / language approach

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teaching children to read by recognizing words as whole pieces of language. Proponents of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and “decoded.” a constructivist approach

Front 50

reading music

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(phonics reading)

Front 51

playing by ear

Back 51

whole word / lang approach