Archive for Tag: Listening

Tuesday, August 18, 2015

Listening from the Bottom Up

TamaraJonesBy Tamara Jones
ESL Instructor, Howard Community College
Columbia, Maryland
jonestamara@hotmail.com

In a previous posting, Learning to Listen, I shared some important lessons I had learned from a presentation I attended at TESOL 2013. One of my biggest takeaways from that presentation was that I needed to do a much better job of incorporating bottom-up listening skill building in my ESL classes. According to research conducted by Goh (2000) the vast majority of students’ difficulties with listening were related to bottom-up skills. Moreover, Tsui and Fullilove (1998) found that less skilled listeners rely on bottom-up strategies to such a degree that their listening comprehension suffers. Therefore, all our students, but especially those who struggle with listening comprehension, benefit from more practice that develops their bottom-up listening skills.

So, what are bottom-up listening, or decoding, skills? Well, it means “using the information we have about sounds, word meanings, and discourse markers, like first, then and after that, to assemble our understanding of what we read or hear one step at a time.” (Brown, 2011, page 19) According to experts like Goh (2000), Field (2008), and Vandergrift and Goh (2012), some of the biggest problems students have with listening include the inability to segment speech into manageable chunks, to recognize individual words, even ones they easily recognize in print, in streams of speech, and to comprehend English spoken at a natural rate.

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Tuesday, June 11, 2013

Helping ESL Students Hear

TamaraJonesBy Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

The other day we had a CPD (continuing professional development) session at my school. The topic was Teaching Hearing Impaired students. At first, I was a bit skeptical that the session would be valuable for me, as I don’t have any hearing impaired students at the moment. Nonetheless, I am always up for learning something new and usually really enjoy the opportunity for professional development. As I have said many times before, when I am “finished” learning about how to be a better teacher, it is time to get out of the business!

Hearing Aids ≠ Perfect Hearing

Anyway, I was glad I went. I had never really thought about hearing impaired students before. To my shame, I cannot even say for certain that I have never had any in my class. I had always assumed that if one of my students had a hearing problem and wore a hearing aid that their hearing problem was “fixed” and I needn’t concern myself any further. Wrong! Apparently, a hearing aid can just help improve someone’s hearing,; it doesn’t remedy the problem completely. Students who wear hearing aids still run the risk of missing some sounds, particularly those from what the speaker kept referring to as “high frequency” range, like the /ð/, /ϴ/and /f/. Imagine the frustration for a student in a pronunciation class working on differentiating between the two “th” sounds when she/he can’t even hear either of them.

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