| Description |
1 online resource (353 pages) |
| Series |
Research and Resources in Language Teaching |
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Research and resources in language teaching.
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| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Preface; Part I From Research to Implications; Theoretical framework; The five frames; Affective Frame; Key research findings; Implications; Top Down Frame; Key research findings; Implications; Bottom Up Frame; Key research findings; Implications; Interactive Frame; Key research findings; Implications; Autonomous Frame; Key research findings; Implications; Summary; Part II From Implications to Application; Frame 1 Affective Frame; Introduction; Ten illustrative activities; A New Skill; Fly Swatter; Pinch and Ouch; Photo Album |
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Emotional ScenesGuided Journey; Listening Circles; Wrong Words; Finish the Story; Punchline; Frame 2 Top Down Frame; Introduction; Ten illustrative activities; Guiding Objects; Top 10 List; Memories; KWL Chart; Keep Doodling; 2-20-2 Pictures; The Right Thing; Good Question!; Split Notes; False Anecdote; Frame 3 Bottom Up Frame; Introduction; Ten illustrative activities; Word Grab; Shadowing; Race to the Wall; Action Skits; Total Recall; Bucket List Bingo; Map Readers; Details, Details; What's the Line?; Pause and Predict; Frame 4 Interactive Frame; Introduction; Ten illustrative activities |
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PhotoshopWhisper Dictation; Interrupted Story; Interactive Quiz; Blind Forgery; Milestones; My Turn/Your Turn; Guest Speaker; Paraphrase; Pecha-Kucha; Frame 5 Autonomous Frame; Introduction; Ten illustrative activities; Transcripts; Cloud Discussions; Listening Games; News Hound; Vox Pops; Webquest; My Listening Library; Learn Something New; Film Review; Conversation Corner; Part III From Application to Implementation; Issue 1 Choosing the content of the listening curriculum; What is the role of listening in the language curriculum?; How can I help students learn language through listening? |
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What is the role of teacher-talk in listening?What are the advantages of teacher-talk?; Are there any drawbacks to using teacher-talk exclusively?; Should the teacher speak to the students in the target language all the time?; Which type of listening should make up the bulk of the curriculum?; Is it important to teach listening strategies?; Issue 2 Organising the listening curriculum; How should the listening content be organised?; What are the advantages of a topic-based curriculum?; Are there any disadvantages to a topic-based curriculum?; Can a listening programme be organised by genre? |
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What are the advantages of a genre-based curriculum?Are there any disadvantages to a genre-based curriculum?; Are there any other ways to organise a listening curriculum?; How much listening is 'enough'?; Issue 3 Integrating listening with other skills; Is it better to integrate active listening with other skills or to focus exclusively on listening?; What are the advantages of the integrated skills approach?; What are the advantages of a 'listening only' approach?; How can we combine active listening with the other skills? |
| Summary |
Listening is now regarded by researchers and practitioners as a highly active skill involving prediction, inference, reflection, constructive recall, and often direct interaction with speakers. In this new theoretical and practical guide, Michael Rost and JJ Wilson demonstrate how active listening can be developed through guided instruction. With so many new technologies and platforms for communication, there are more opportunities than ever before for learners to access listening input, but this abundance leads to new challenges: how to choose the right inputhow to bes |
| Notes |
Issue 4 Adapting the listening curriculum: institutional constraints and opportunities |
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Print version record |
| Subject |
English language -- Study and teaching -- Foreign speakers.
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Listening.
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English language -- Study and teaching -- Foreign speakers
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Listening
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| Form |
Electronic book
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| Author |
Wilson, J. J
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| ISBN |
9781317860334 |
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1317860330 |
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