Authentic listening: stepping from bottom-up decoding to understanding
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This document discusses techniques for helping students develop authentic listening skills by moving beyond just decoding words to comprehending meaning. It suggests intensively training students to recognize common reductions and contractions in spoken English. The document also provides examples of words being reduced in speech compared to their full written forms, and recommends ways teachers can support students, such as modeling pronunciations in isolation or with visuals.
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Authentic listening: stepping from bottom-up decoding to understanding
- 1. Authentic listening stepping frombottom-up decoding to understanding Olya Sergeeva EPAM Systems https://eltgeek.wordpress.com/conferences/iatefl-2015/ [email protected] @olyaelt
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- 5. 5 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t (4) do it anymore… Written form Spoken form 1 went on.. 2 on and on and on 3 about how 4 I had this 5 at time
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- 16. 1. In thesame conversation, so embarrassingly, went on and on and on about how... 2. I couldn’t believe. I had this whole thing at the time, ______________ anymore. 3. __________________________ the problem with ______ rich people, they have no imagination. Train intensively ConsolidateDiagnose & get insight https://www.youtube.com/watch?v=QyL9H4wJ0VE
- 17. 1. In thesame conversation, so embarrassingly, went on and on and on about how... 2. I couldn’t believe. I had this whole thing at the time, don’t do it anymore. 3. I had a whole thing at the time about the problem with most rich people, they have no imagination. Train intensively ConsolidateDiagnose & get insight https://www.youtube.com/watch?v=QyL9H4wJ0VE
- 18. Train intensively Consolidate Supportfrom the teacher: • visual (board: group, cross out, use chart) • kinesthetic / experiments Diagnose & get insight -x-x x
- 19. 19 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went on.. 2 on and on and on 3 about how 4 I had this 5 at time
- 20. 20 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on and on and on 3 about how 4 I had this 5 at time
- 21. 21 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on_and_on_and_on onanonanon 3 about how 4 I had this 5 at time
- 22. 22 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on_and_on_and_on onanonanon 3 about how bou how 4 I had this 5 at time
- 23. 23 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on_and_on_and_on onanonanon 3 about how bou how 4 I had this 5 at time
- 24. 24 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on_and_on_and_on onanonanon 3 about how bou how 4 I had this I ‘a’ this 5 at time
- 25. 25 ... In thesame conversations, so embarrassingly, (1) went on and on and on about how… I couldn't believe. (2) I had this whole thing (3) at the time, I don’t do it anymore… Written form Spoken form 1 went_on.. wenon 2 on_and_on_and_on onanonanon 3 about how bou how 4 I had this I ‘a’ this 5 at the time a’ the time
- 26. Train intensively ConsolidateDiagnose& get insight High frequency problems: • Sounds disappear (-t, -d, h-, like; he CAN’t do it; doesy?) • Thishyear, cauzhyou • Diphthongs get reduced (out>>ut, I’m >> um) • Word boundaries shift (we non a non a non) • Chunks blend together (atthe, andthen, sort of, you know, I’m like) • Vowels disappear (can, was, should, there’s, just) • Adverbs get simplified (probly, ashly)
- 27. Train intensively Consolidate Supportfrom the teacher: • visual (board: group, cross out, use chart) • kinesthetic / experiments Diagnose & get insight -x-x x
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- 29. Train intensively ConsolidateDiagnose& get insight Support from the teacher: • isolate the word (only ) • stop before the word, model, play • multiple examples: ‘Do you hear the same combination of sounds you heard in the previous sentence?’
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