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Date Posted: 17:54:18 11/18/04 Thu
Author: Fernanda
Subject: Re: Task 5
In reply to: Déborah 's message, "Re: Task 5" on 05:26:27 11/13/04 Sat

>Following a written text: a good option to develop
>listening skills
>
>According to Penny Ur, in her book ‘Teaching Listening
>Comprehension’, “the presence of a written version
>takes some of the pressure off the listening: students
>can concentrate less with their ears, as it were,
>because their eyes are doing most of the work” (UR,
>1994, p.84). It is true that, when the teacher chooses
>this kind of activity, he/she is right that it
>requires less work from the students. However, one
>difficult that many foreign learners have is following
>a listening text. They usually get lost while
>listening because they can not understand some parts
>of the passage or the text has not got a familiar
>topic for them. So, a good way to make this activity
>more pleasurable is giving the students written texts
>to follow the listening passage.
>
>The first important thing on doing this kind of
>activity is that it attracts and holds student’s
>attention. In other words, the class becomes more
>interesting and pleasurable for the learners. Also,
>doing this type of exercise, the students can learn
>while they enjoy the class, that is the way it is a
>valid experience(?) to be done in a foreign language
>class.
>Another remarkable result of this experience is that
>the(OMIT) students understand how the language sounds are
>pronounced and how words are written. In other words,
>they understand how the language functions and,
>practicing this, they are improving their listening
>comprehension and, in consequence, their writing.
>
>If the written text is familiar to the students it
>will be more pleasurable for them to follow it. It
>means that, if the teacher brings, for instance, a
>song that is in the top and every one knows, the
>learning will be more satisfactory. This is an
>alternative to help students in their listening
>comprehension.
>
>“One of the main arguments used to justify the
>exclusion of listening from the curriculum in the past
>was that listening cannot be taught. This
>justification is unacceptable if we believe that ‘to
>teach’ means ‘to facilitate learning’ and if we see
>the role of the teacher as being the support and
>guidance of learners”. (UNDERWOOD, 1994, p.21) This
>passage confirms what had been said before: the
>teacher can facilitate the student’s learning using
>some different activities, such as written texts –
>songs, stories, and dialogues – for them to follow
>while they are listening to a passage. But, as the
>learning of the students is improving, the teacher can
>give this kind of activity in a less frequency.
>
>
>DEBORAH, YOUR TEXT IS VERY GOOD, BUT I THINK THE USE OF "THAT IS THE WAY IT IS A VALID EXPERIENCE" IN THE SECOND PARAGRAPH IS NOT VERY CLEAR, MAYBE YOU COULD CHANGE THE WORDS. ANOTHER THING IS THAT YOUR INTRODUCTION IS STARTING WITH A CITATION. I DON'T KNOW IF IT'S A PROBLEM, BUT, IN YOUR TEXT, IF YOU START WITH YOUR WORDS(THE SECOND PART OF THE PARAGRAPH), AND THEN CITE THE AUTHOR, I THINK WOULD BE BETTER.
THAT'S IT! VERY GOOD TEXT!
KISSES AND SEE YOU!!!
>
>
>
>
>
>
>
>
>
>BIBLIOGRAPHY:
>.UNDERWOOD, Mary. Teaching Listening. London and New
>York: Longman, 1994.
>.UR, Penny. Teaching Listening Comprehension. Great
>Britain: Cambridge University Press, 1994.

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Replies:

  • Re: Task 5 -- Maria tereza, 04:19:33 11/19/04 Fri
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