Listening Strategies
What is listening for gist?
Listening to something to get a general idea of what it is about, of what is being said. We don’t want or need to understand every word.
What is involved in listening and note-taking task?
1. Listen to a lecture and take notes; 2.Listen again and add to notes; 3. Use the notes and complete the tasks (Lecture outline and a follow-up task)
What are some challenges of listening in academic context?
Student’s lexical resource / Familiarity with a listening content / Types of certain tasks / Student’s schematic knowledge / Whether it is conversation or a lecture, etc.
What is the difference between listening for details and listening for specific information?
Specific information: Listening to particular piece of information. Other information can be ignored.
Details: Listening to something very closely, paying attention to all the words and trying to understand as much information as possible.
Give 5 to 10 note-taking shortcuts
Answers may vary
What does listening in academic context involve?
Listening to lectures, Presentations, Seminars, Discussions, etc.
Describe how prediction can be useful strategy for listening
Through prediction listener is more prepared to hear answers and connect it to previously understood background information connected to the topic or situation.
Compare and contrast Cornell and Outline method of note-taking
Cornell: On each page of notes, draw a vertical line from the left edge of the paper. In the left hand write the main points or questions. In the right hand column, write out main details, specific answers.
Outline illustrates major points and supporting ideas ordered in linear form using bullet points, numbers or alphabet.
Describe Metacognitive Learning Strategies in EAP Listening (Vandergrift, 2003 framework).
Planning
Directed Attention
Selective Listening
Monitoring and Planning
Evaluation
What is inferencial listening?
Listening to something in order to find the indirect message behind the actual words used. Listeners can also make assumptions about whether the speaker is happy, sad, angry, upset, etc.
How is note-taking assessed?
In a qualitative way using a rubric
Describe Top-Down and Bottom-Up processing of input in academic listening.
Top-Down: Focusing on the general meaning of the text and processing the text at the level of bigger chunks. Examples: Pragmatic-functional knowledge, general topic knowledge, socio-cultural knowledge.
Bottom-up: Focusing on details and processing the text at the level of words and sounds. Examples: Grammatical and lexical knowledge, semantic-structural knowledge, genre knowledge.