Listening-decoding in Use – 1 – Introduc3on · 2020. 4. 30. · Listening-decoding in Use – 1...

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Listening-decoding in Use – 1 – Introduc3on “... The process of recognizing words in the stream of speech as it speeds past your ears.” (2018: 1) ... 1.1 For listening and pronunciation, the goals for mastery are different ‘... our goal as teachers of listening is to help our learners understand fast, messy, authentic speech … [which] … is much more varied and unpredictable than what they need to produce in order to be intelligible’ (Celce-Murcia et al 2010) 1.2.Sound substance 1.3 All sounds may be dropped, blurred or blended. All sounds may be dropped blurred or blended. Awe sounz un Sibyls cabby dropped blurt or blenned. 1.4 Botanic walk – Greenhouse – Garden – Jungle 1.5 Where should this teaching happen? Teacher doing botanic walk? 1.6 Where should this teaching happen? Textbooks? They said uh “Right, we don’t have a technology teacher, we don’t have any technology teachers. So um, so now you’re head of technology for the entire school of about fifteen hundred pupils. And we don’t have any equipment to do technologies.” Sound substance Sight substance Invisible Visible Goes at speaker’s pace Goes at reader’s pace Uninspectable Inspectable Greenhouse Garden Jungle I NEver DID IT IN COLLege I NEver did_i_t_in_COLLege i NEver diiin COLLege to be able to live in to be yaybull to livin to baywol to live in have you got any change have you go tenny change have you gonny change 1 © Richard Cauldwell Speech in Action 2020 [email protected]

Transcript of Listening-decoding in Use – 1 – Introduc3on · 2020. 4. 30. · Listening-decoding in Use – 1...

  • Listening-decodinginUse–1–Introduc3on

    “... The process of recognizing words in the stream of speech as it speeds past your ears.” (2018: 1) ...

    1.1 For listening and pronunciation, the goals for mastery are different ‘... our goal as teachers of listening is to help our learners understand fast, messy, authentic speech … [which] … is much more varied and unpredictable than what they need to produce in order to be intelligible’ (Celce-Murcia et al 2010)

    1.2.Sound substance

    1.3 All sounds may be dropped, blurred or blended. All sounds may be dropped blurred or blended. Awe sounz un Sibyls cabby dropped blurt or blenned.

    1.4 Botanic walk – Greenhouse – Garden – Jungle

    1.5 Where should this teaching happen? Teacher doing botanic walk?

    1.6 Where should this teaching happen? Textbooks?

    They said uh “Right, we don’t have a technology teacher, we don’t have any technology teachers. So um, so now you’re head of technology for the entire school of about fifteen hundred pupils. And we don’t have any equipment to do technologies.”

    Sound substance Sight substance

    Invisible Visible

    Goes at speaker’s pace Goes at reader’s pace

    Uninspectable Inspectable

    Greenhouse Garden JungleI NEver DID IT IN COLLege I NEver did_i_t_in_COLLege i NEver diiin COLLege

    to be able to live in to be yaybull to livin to baywol to live in

    have you got any change have you go tenny change have you gonny change

    1© Richard Cauldwell Speech in Action 2020 [email protected]

    mailto:[email protected]

  • 1.7 Where should this teaching happen? Skill books – Listening-decoding In Use

    Listening-decodinginUseContents(extract)

    References Cauldwell, R.T. (2002a). Grasping the nettle: the importance of perception work in listening comprehension.http:||www.developingteachers.com/articles_tchtraining/perception1_richard.htmCauldwell, R.T. (2013). Phonology for Listening: Teaching the stream of speech. Birmingham: Speech in Action.Cauldwell, R.T. (2016). Jungle listening: Survival tips for fast speech. [Pilot materials] Birmingham: Speech in Action.Cauldwell, R.T. (2018). A Syllabus for Listening: Decoding. Birmingham: Speech in Action.Henderson, A. & R.T. Cauldwell, R.T. (2020). «Jungle Listening: A course in decoding English for psychology students», ASp [En

    ligne], 77|2020, mis en ligne le 10 mars 2020, consulté le 30 mars 2020. URL: http://journals.openedition.org/asp/6366 Celce-Murcia, M., D. M. Brinton, & J.M. Goodwin (2010). Teaching pronunciation: A course book and reference guide. New York:

    Cambridge University Press.Thorn, S. (2009). Mining listening texts. Modern English Teacher, 18/2, 5-13.

    2© Richard Cauldwell Speech in Action 2020 [email protected]

    mailto:[email protected]://www.developingteachers.com/articles_tchtraining/perception1_richard.htmhttp://www.developingteachers.com/articles_tchtraining/perception1_richard.htmhttp://journals.openedition.org/asp/6366

    “... The process of recognizing words in the stream of speech as it speeds past your ears.” (2018: 1) ...1.1 For listening and pronunciation, the goals for mastery are different1.2.Sound substance1.3 All sounds may be dropped, blurred or blended.1.4 Botanic walk – Greenhouse – Garden – Jungle1.5 Where should this teaching happen? Teacher doing botanic walk?1.6 Where should this teaching happen? Textbooks?1.7 Where should this teaching happen? Skill books – Listening-decoding In UseReferences


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