We have two ears and one mouth. Why?

How do we comprehend spoken language?????

• ¿Qué hiciste ayer?• Ayer nosotros (garble garble) a la tienda.

• Bottom Up• Phase 1 – perceive and decode acoustic signals• What is the smallest meaningful unit in spoken

lang.?• Ok, let’s see we have, an unvoiced fricative,

nasalized palatal, I think we have the word Ayer?! Good, what else do we got???

Phase 2 – Parsing

• Ayer nosotros (garble garble) a la tienda.

• Match it to a huge data bank of linguistic examples.

• Try to get meaning of sounds->syllables->words.

Phase 3 – Utilization

• Ayer nosotros (garble garble) a la tienda.• Now we’ve got it or part of it.• What do we do with it?• Store, use, or discard

Top down

• Use of pre-existing knowledge • Schemata – your blue print of how something

works, What could this consist of?????• How about baseball?

Bottom up y/o Top Down

• processes interact and compensate for each other.

• EG. What do you think I said after nosotros???????

• Bottom up failed, top up compensated

Listening situations

• Collaborative v. Non-collab examples?????????• (interactive) (non-interactive)

Listening situations

• Aural perception v. visual perception• Which one is easier???????? • Is there a time where visual with audio is

harder than audio alone? • If the visual and the audio don’t match. • E.g. Songs with images

¿Te podrías casar con. . .?

Listening Activities Three stages

1. Pre listening

2. During listening

3. Post listening

• Activate background knowledge

• Generate enthusiasm

• Active listening

• Clarify, Extend, Refine

Examples of pre-Listening activities• You, the teacher listens to/views the text ahead of

time :)

• Act like this is really interesting and valuable• Explain Key Vocab.

• Explain/Discuss relevant Cultural Information

• Tips about what to listen for

• Provide comprehension questions ahead of time.

• Show a picture related to the text and ask questions

• Use a speaking/writing question to help students think about the topic “Ask a neighbor, Imagina que eres granjero y no hay suficiente lluvia, ¿Qué harías?”

• What else?

During Listening Activities• Give students a purpose or goal

eg. Averigua como se siente el cantante hacía su amor.

• Match listening activity to students’ skill level• Pay attention to cognates. While listening to the song, try to figure out how to say these words…..• Listen for meaning i.e. gist• Listen twice, once quickly, once closely• Identify as many words as you can• Identify three words or phrases where you here the singer’s regional accent. • Everyone SINGS ALONG!!!!! No way dude!

Post Listening Activities• Global activities

• Write a brief summary of the text/story/article.

• Explain to your partner in your own words what the story was about.

• What do you think the author’s opinion was of X and why?

Post Listening Activities• Specific information activities (to focus on the details

of the text)

• Multiple choice/short answer quiz/questions¿Dónde estaba Carlos cuando su novia llamó?

• Opinion- ¿Porqué mastican las hojas de coca en los Andes?

Post Listening Activities• Linguistic and cultural activities (use text for lang.

and culture learning)

• Ask students to create a dialogue or role play based on two of the characters from the text.

• Ask students to write a continuation of the story.

• Ask questions and generate discussion based on some of the cultural topics presented in the reading.

• What else????