LSA 2 BE

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Emma Halliday LSA 2 Read Free For 30 Days

Helping Learners Listen to Broadcast News. Word Count: 2489

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 BUILD YOUR DIGITAL READING LISTS

Submission Date: 28th June 2015

Centre Number: 10239

Contents Emma Haida! "S# 2$ He%in& "earners 'nderstand (road)ast Ne*s$

2

+a&e 3

,ntrodu)tion$

+a&e 4

-!%es o. "istenin&$ "isten in&$

+a&e 5

+a&e 

(ottom/'% (ottom/ '% and -o%/Do*n Sub/Si Sub/ Sis$ s$

#na!sis o. (ottom/'% Sub/Sis$  DISCOVER NEW BOOKS

+a&e 

+a&e 8

+a&e 15

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#na!sis #na!s is o. -o%/Do*n Sub/Sis Sub/S is$$

Students Studen ts +robems and -ea)hin& ea)hi n& Soutions$ Souti ons$

(ibio&ra%h!

Introduction

Emma Haida! "S# 2$ He%in& "earners 'nderstand (road)ast Ne*s$

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an! students as .or &uidan)e on ho* to %ra)tise their istenin& outside o. )ass$ With the rise in oume o. ne*s media onine and on -6 istenin& to the ne*s seems ie ie &ood adi)e$ Students hae eas! eas! a))ess to authenti)6 )urrent )urrent materia6 a ariet! o. to%i)s6 t!%es o. dis)ourse and a))ents7 somethin& *hi)h )ourse boos o.ten a)$ #thou&h )haen&in&6 this ind o. istenin& &ies students in.ormation about *ord eents6 the Read Free For 30 Days tar&et )uture and brin&s the *ord into the )assroom$ -here is a &ro*in& &ro*in& a)no*ed&ement that students need to be made )ons)ious! a*are o. the sub/sis %ro)ient isteners e%oit *hen istenin& in dierent situations$ -he s)o%e o. this essa! is to )onsider the s%e)i) sub/sis isteners use *hen ie*in& broad)ast ne*s and he% earners re%i)ate these %ro)esses in "2 istenin&$


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Types of Listening Emma Haida! "S# 2$ He%in& "earners 'nderstand (road)ast Ne*s$

4

-here has been been &ro*in& re)o&nition re)o&nition that *e do not not isten to a t!%es o. in.ormation in the same *a!7 *e don;t %ro)ess a dis)ourse as thou&h it *ere ei)hards C$ 6 1990?$ @ne ne*s *at)her ma! *at)h the Si @;)o) Ne*s eer! ni&ht to de)ide i. there is somethin& o. interest$ -his t!%e o. o* ee monitorin& on! re

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Bottom-Up and Top-Down Su-s!ills used to Listen to t"e #ews$

arious resear)hes hae tried to identi.! the mi)ro %ro)esses or sub/sis %ro)ient isteners em%o! to de)ode a messa&e$ -he tabe has been ada%ted .orm >i)hards >i)hards =>i)hards =>i)hards 1983?6 and sho*s the the sub/sis most Read Free For 30 Days a%%i)abe to broad)ast ne*s$ Bottom %Up su s!ills

Top- Down su s!ills

Dis)riminate bet*een indiidua %honemes$

'se ima&es to %redi)t ne*s )ontent and in.er the to%i) o. a stor!$

>e)o&nise >e)o&nise *ord diisions6 'se e! *ords to )onstru)t the %rominent *ord and dea *ith s)hema o. a stor!$ .eatures o. )onne)ted s%ee)h$  DISCOVER NEW BOOKS  READ EVERYWHERE  BUILD YOUR DIGITAL READING LISTS >e)o&nise e! *ords in ,n.er the out)ome o. an eent$ utteran)es$ >e)o&nise e! transitions in a ,n.er unstated detais o. a situation$ %ro&ramme$ 'se no*ed&e o. *ord order ,n.er the see)o&nise >e)o&nise &rammati)a reations ,n.er )om%arisons$ bet*een e! eements in senten)es$ >e)o&nise >e)o&nise the .un)tion o. Distin&uish bet*een .a)ts and intonation in senten)es$ o%inions$





Bottom-Up Su S!ills

((C Word Ne*s ,;m +hii%a -homas6 here are toda!;s headines$

Bi&i&si& B*dnuB a'mB B.FF%G tmGsB BheGrGtGdeFB B"edla'n(B


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,n this utteran)e isteners *i use their bottom/u% %ro)essin& sis to: •

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>e)o&nise the utteran)e B*dnuB as I*ord I*ord ne*s des%ite the eision o. BB$ re)o&nise that BheGrGtGdeFB are three se%arate *ords$ %i) out the %rominent )ontent *ords that )arr! the meanin&$ %ut toðer the indiidua %honemes o. the %resenter;s name$ use their no*ed&e o. *ord order %atterns to estabish a name *i .oo*: BaFmB use their &rammati)a no*ed&e to *or out that the BB sound )orres%onds )orres%onds to the %ossessie Ks$ be .amiiar *ith the distin)tie rh!thm o. ne*s introdu)tions$ introdu)tions$ re)o&nise the *hoe )hun o. an&ua&e and its .un)tion to introdu)e ne*s headines$





Top-down Su-S!ills )ontent *nowledge

Union memers "a+e +oted in fa+our of a tue stri!e$  DISCOVER NEW BOOKS

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When a istener hears this headine the! *i use their to%/do*n %ro)essin& sis to mat)h *hat the! hear *ith *hat the! aread! no* about strie a)tion6 the o)ait! and the "ondon -ube s!stem$ -he! *i use the ne*s .oota&e to mae h!%othesis about )ontent )onrmin& or reLe)tin& these %redi)tions %redi)tions as the! isten$ -he! *i use their %reious %reious e%erien)e o. stries to anti)i%ate the t!%e o. eis that *i be used6 to &uess *ords6 to )om%are it to other simiar stries6 in.er %ossibe trae disru%tion or %oiti)a re%er)ussions$ #s the stor! un.ods6 the audien)e is assumed to aread! hae the ba)/ stor!6 ttin& toðer the se
Dis)ourse %atterns *ithin ne*s %ro&rammes are etreme! )om%e6 s*it)hin&
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starts *ith %remiershi% .ootba .oo*ed b! rst and then se)ond diision$ ,. the istener is on! interested in her .ootba resuts she on! has to %a! )ose attention to the end o. the %ro&ramme$ )ritical Listening and 0edia Literacy

-oda! -oda! there is an/eer an/eer e%andin& ariet! ariet! o. broad)ast broad)ast ne*s aaiabe and Read Free For 30 Days a &ro*in& need .or isteners to be media iterate =-orres M er)ado 6 200?$ -he! must be abe to )riti)a! assess the ne*s the! )onsume$ +ro)ient +ro)ient isteners are abe to ana!se ne*s )ontent$ -he! )an ee)tie! eauate ar&uments and in.er bias$ -he! are abe to identi.! sensationaism and oaded an&ua&e in ne*s %ro&rammes6 %ro&rammes6 assessin& the oera im%a)t this has on the re%ort$ Students 1rolems and Teac"ing Solutions 1rolem 


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,;e .ound #rabi) students in the ear! sta&es o. earnin& hae a tenden)! to tr! and understand eer! *ord o. a tet$ When students don;t a)hiee this6 it )an ead to a .eein& o. .aiure$ .aiu re$ -his is a %arti)uar %robem in mono /in&ua enironments$ -his )oud be be)ause students are on! e%osed to &raded istenin& materia$ ,t;s &raded b! the )ourse boo6 their tea)her or b! other students *ho )an transate6 i. there is a breado*n in istenin& )om%rehension$ )om%rehension$ ,;e noti)ed students stud!in& in En&ish s%eain& enironments hae a mu)h hi&her toeran)e o. ambi&uit! as the! are surrounded surrounded b! a hi&h oume o. in)om%rehensibe in)om%rehensibe materia$ >ost materia$ >ost states that "2 isteners must earn to )o%e *ith I&enuine s%ee)h and Iauthenti) istenin& situations =>ost6 2002?$ Solution Aim3 (uid students; )onden)e in istenin& to authenti) ne*s materia$

Deeo% students; abiit! to use isua )ues to %redi)t ne*s )ontent$ 1rocedure3 • •

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+re tea)h *eather o)abuar! and s!mbos used on .ore)asts$ .ore)asts$ Students *at)h a *eather .ore)ast6 *ithout the audio and *hie *at)hin& *rite do*n  *ords the! thin the! *i hear on the .ore)ast$ -e -e them *e are &oin& &oin& to %a! istenin& bin&o6 students students )ir)e a *ord *ord .rom their ist i. the! hear it *hen the! isten$ Students *at)h and isten and )ir)e$ -he *inner is the student student *ho heard the the most *ords *ords .rom their %redi)tions$


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E+aluation3 , use this a)tiit! *ith o* ee earners and ,;e .ound this is

o.ten their rst e%osure to authenti) s%oen En&ish on the -$ -he tas is er! a)hieabe6 o* %ressure and .un$ #s -ennant ar&ues6 at o*er ees6 istenin& tass shoud .o)us on he%in& students .ee )om%etent and beiee in their abiit! =-ennant6 =-ennant6 2011?$ -his is a &ood %redi)tion a)tiit! een at hi&her ees6 es%e)ia! .or students *ho are Read)an Free *at)h For 30 Days a%%rehensie about their istenin& abiit!$ abiit!$ Students .oota&e o. a ne*s stor! and do the same a)tiit!$


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1rolem 2

>esear)h has sho*n insu)ient ba)&round no*ed&e )an seere! hinder )om%rehension =(e6 2003?$ ! students in "ib!a .a)ed a number o. %arti)uar )haen&es istenin& to broad)ast ne*s$ Whie %oiti)a! en&a&ed6 ooin& to earn ea rn about the *ord throu&h the ne*s6 students o.ten stru&&ed to )om%rehend )ontent due to er! imited *ord no*ed&e$ -his *as %robab! a resut o. an isoationist anti/*estern6 rhetori) buit into edu)ation and media institutions in the )ountr!$ )ountr!$ Solution Aim3 Students *i earn about histor! and %oiti)s o. S)otand$ Students

isten and res%ond to ne*s interie*s on the S)ottish re.erendum$ re.erendum$ 1rocedure •

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Oie students a ma% o. the *hoe 'P and as them to tr! and dra* the borders o. a .our )ountries$ "ie istenin&$ -e students the histor! o. the 'P oer the ast 1000 !ears *ith the aid o. dierent ma%s6 sho*in& )han&in& borders and o))u%ations$ ,ntrodu)e the debate around S)ottish ,nde%enden)e$ #s and ans*er an! student

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#.ter #.ter ea)h interie*ee %ause and et students )he) their ideas toðer$ #s students i. an! o. the interie*ees e%ressed the same ideas as the! did about the adanta&esBdisadanta&es o. inde%enden)e$ #s students ho* the! *oud ote i. the! *ere S)ottish$ +air students u% *ith someone *ith o%%osite %oint o. ie* and te them Free the For 30 Days *a! as the! hae to tr! and )onin)e ea)h other Read to ote same them$

E+aluation3 ,;e .ound this to%i) based a%%roa)h to be su))ess.u in

buidin& .a)tua and )utura ba)&round no*ed&e$ -he %resen)e o. )utura re.eren)es is somethin& inherent in dis)ourse and isteners; ba)&round no*ed&e o. tar&et histor! and )uture *i he% them )onstru)t its meanin& ='sQ6 200?$ "istenin& isn;t a dis)rete si it ha%%ens in )onLun)tion *ith s%eain&6  DISCOVER NEW BOOKS READti)er EVERYWHERE YOUR DIGITAL READING LISTS *ritin& and readin&$ "isteners *i o.ten readthe ta%e  asBUILD the! *at)h the ne*s or the! *i re)a and res%ond b! s%eain& to *hat the!;e seen$ -his inte&rated a%%roa)h a%%roa)h a)no*ed&es the oera% oera% o. sis =@reana6 =@reana6 2015?$ When tea)hin& aduts6 the aim is o.ten to en)oura&e e n)oura&e students to re%i)ate "1 istenin& sis in En&ish$ Ho*eer6 !oun& earners are sti deeo%in& these sis in their o*n an&ua&e$ Ne*s is a &enre the! are %robab! un.amiiar *ith in their o*n an&ua&e$ ,;e .ound ((C Ne*s/>ound Ne*s/>ound is an e)eent sour)e o. )hid .riend! )ontent$ ,t introdu)es R"s to ne*s dis)ourse and en&a&es them in &oba issues and deeo%s their )riti)a istenin& =isher6 =isher6 2005?$ -hese istenin& sis )an be a%%ied in their "1$


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1rolem 4

,n En&ish %rominen)e o))urs at eaise students; a*areness o. the roe o. %rominen)e in ne*s to

transmit the most im%ortant in.ormation$ 1rocedure: •

Choose a er! short tet o. one or t*o senten)es$ Headines are &ood .or this a)tiit!$


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Students isten and *rite as man! e! *ords as the! )an$ ,n %airsB&rou%s students share share their ideas and tr! to re)onstru)t re)onstru)t the *hoe senten)e usin& the *ords the! heard and their &rammati)a no*ed&e$ -ea)her -ea)her &ies students students the s)ri%t and students students )om%are their ans*ers to the a)tua utteran)e$ Read Free For 30 Days Students identi.! their %robem % robem areas$

E+aluation: -he obLe)tie o. this ada%tation o. a di)to&oss is to

demonstrate the &uess*or inoed in istenin& =Wison6 2003?$ -his is %arti)uar! im%ortant in ne*s dis)ourse$ +ro)ient isteners %i) out the %rominent *ords *ords in an utteran)e and use in&uisti)  in&uisti) no*ed&e to dedu)e unstressed unstressed that ma! not hae been a)tua! heard$ -his te)hni
1rolem 5

When tea)hin& C+E eam )asses in +oand6 , .ound that *hie students )om%rehended amost the entire ne*s %ro&ramme6 the! o.ten too the in.ormation at .a)e aue$ -his )oud be be)ause ne*s %ro&rammes are &enera! %resented in )ass materia as transa)tiona7 .un)tionin& to )ommuni)ate in.ormation .rom the s%eaer to the istener$ Whie at hi&her ees6 students are e%e)ted to ana!se ne*s%a%er dis)ourse more )riti)a!6 ,;e .ound this isn;t true o. broad)ast ne*s$ Solution

a*are o. the oaded an&ua&e in broad)ast Aim3 Students *i be more a*are ne*s and its ee)t on the oera messa&e$ Students *i de)ode meanin& and use o. eis usin& )ontet and )o/tet$ 1rocedure


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'se t*o or three ne*s re%orts .rom dierent dierent )hannes )oerin& the same stor!$ ,;e .ound ((C Ne*s6 # Jaeera En&ish and ran)e 24 to be &ood sour)es .or these a)tiities$ Oie students *ords .rom t*o re%orts and as them to dene and sa! i. it has a %ositie6 ne&atie or neutra meanin&$ Students to isten .or the *ords in the re%orts and de)ide *hether in Read Free Forne&atie!$ 30 Days the )ontet o. the stor! the *ord is used %ositie!6 Students )he) toðer$ Students isten a&ain7 *ritin& the *ordsB %hrases %re)edin& and .oo*in& the tar&et eis$ Students dis)uss toðer ho* the )o/tet and )ontet )an inAuen)e the itera meanin& o. a *ord$

E+aluation3 "earners "earners need to deeo% sis to be)ome in.ormed and

)riti)a )onsumers o. the in.ormation the! re)eie =Caro M Cunnin&ham ore6 1999?$ -his is %arti)uar! im%ortant im%ortant .or students .rom .rom )ountries ie China and Saudi6 *here there isn;t a tradition o. media %urait!$ -here  DISCOVER NEW BOOKS  READ EVERYWHERE  BUILD YOUR DIGITAL READING LISTS is aso eiden)e to sho* a %ositie reationshi% bet*een )riti)a dis)ourse ana!sis and im%roed re)e%tie sis =Hashemi6 2012?$ -hese sis a)

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(ibio&ra%h!

(do)uo&u6 H$ =2014?$ # Shemati) #%%roa)h to -ea)hin& "istenin&$ EUL Journal of Social Sciences$ (e6 D$ $ =2003?$ - Ne*s in the E"BES" Cassroom: Criteria .or See)tion$ TESL EJ$ Caro6 M Cunnin&ham ore6 $/#$ =1999?$ Crti)ia "itera)! .or #dut En&ish Aqui sition$ "an&ua&e "earners$ Centre for Adult English Language Aquisition isher6 >$ =2005?$ Teaching Children to Think . neson thornes $ Hashemi6 $ =2012?$ Does Criti)a -hinin& Enhan)e E" "earners >e)e%tie >e)e%tie Teaching and Research$ SisT Journal of Language Teaching "und6 >$ =1991?$ # )om%arison o. se)ond istentin& and readin& )om%rehens )om%rehension$ ion$ Modern Language Journal 6 19/204$


15 ont&omor!6 $ =200?$ The Discourse of Broadcast e!s a Linguistic A""roach. >outed&e$ Nunan6 D$ =1998?$ Designing tasks for the co##unicati$e class#o#. Cambrid&e: Cambrid&e 'niersit! +ress$ +ress$ @reana6 E$ =20156 0 20?$ The i#"ortance of integrating skills in the teaching of English as a foreign language$ >etrieed 0 06 20156 Read Free .rom For 30 Days ono&raas$)om: htt%:BB***$mono&raas$)omBtrabaLos1Binte htt%:BB***$mono&raas$)omBtrabaLos1Binte&rated/ &rated/ sisBinte&rated/sis$shtm >i)hards6 C$ =1990?$ The Language Teaching Matri%. Ne* Ror: Cambrid&e 'niersit! +ress$ >i)hards6 C$ J$ =1983?$ "istenin& Com%rehension a%%roa)h6 desi&n%ro)edure$ TES&L 'uarterl( 6 219/239$ >ost6 $ =2002?$ Teaching and Researching Listening. "ondon: "on&man$  DISCOVER NEW BOOKS

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'sQ6 J$ =200?$ Current Trends in the De$elo"#ent and Teaching of the +our Language Skills. (erin: Water de Oru!ter OmbH M )o$ an Duer 6 C$6 M Cunnin&ham ore6 $/#$ =1999?$ Crti)ia "itera)! .or #dut En&ish "an&ua&e "earners$ "earners$ Centre for Adult English Language Aquisition$ ander&ri.t6 "$ =n$d$?$ Listening) theor( and "ractice in #odern foreign language co#"etence$ >etrieed >etrieed a! 106 20156 .rom ""#S: htt%s:BB***$as$a)$uBresour)esB&%&B ander&ri.t6 "$ =2012?$ Teaching and Learning Second Language Listening. "ondon: >outed&e$ >outed&e$ Wison6 $ =2003?$ Dis)oer! istenin&im%roin& %er)e%tua %ro)essin&$ ELT Journal $ Ra/Jun6 Ra/Jun6 X$ =200?$ S)hema -heor! and its #%%i)ation in -ea)hin& -ea)hin& "istenin& .or .or non En&ish aLor 'nder&raduates $ Sino,US English Teaching $ Ran&$ Ran&$ =2010?$ -he ,nAuen)e ,nAuen)e o. S)hema S)hema M Cutura Dieren)e Dieren)e on "1 and "2$ English Language Teaching$


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