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This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.
Course Objectives: Participants will
This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include reflective journal exercises, short answers that are reviewed by a moderator, quizzes, and observation and analysis of lessons. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.
Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see the Affiliations tab at the top of the main page, www.cecreditsonline.org, or select How to Obtain Credits under the Obtaining Credits tab within your account.
1a. The Iimportance of Teaching Listening Comprehension in L2 Learning
1b. The Role of Listening in L1 and L2 Learning
1c. Understanding spoken English
1d. Helping students understand spoken English: What teachers need to do
1e. Reading and listening
1f. Supplementary Material
2a. Listening Situations: Why we listen and to whom
2b. Types of Listening
2c. Processing Spoken English
2d. Understanding Spoken English: bottom-up and top-down processing
2e. Exercises to practice bottom-up listening processes
2f. Supplementary Material
3a. Teaching English to speakers of other languages: approaches, methods, and techniques
3b. The grammar-translation approach
3c. The direct method
3d. The audio-lingual approach
3e. Alternative approaches
3f. Supplementary Material
4a. The Factors Affecting Listening Comprehension
4b. Factors inside the head of the listener
4c. Factors outside the head of the listener
4d. Internal factors particular to L2 listeners
4e. External factors in the message
4f. Supplementary Material
5a. "Real-life" listening situations
5b. What does real-life listening sound like?
5c. Establishing a purpose for listening
5d. Setting goals or tasks for teaching listening
5e. Figuring out listener functions and responses
5f. Supplementary Material
6a. The product approach to teaching listening
6b. Product versus process models of teaching listening skills
6c. Listening texts/input, listening functions/tasks, and listening content
6d. Listening texts and contents
6e. Selecting texts, tasks, and contents for listening practice and skill development:
The multiple decisions teachers must make
6f. Supplementary Material
7a. Bottom-up, top-down, and interactive listening activities
7b. Bottom-up beginning-level listening exercises
7c. Top-down beginning-level listening exercises
7d. Interactive beginning-level listening exercises
7e. Creating or using a story line for beginning level learners & recursive listening
7f. Supplementary Material
8a. Who is an intermediate level learner? What kinds of listening texts and tasks will help them?
8b. Bottom-up listening exercises for intermediate-level learners
8c. Top-down listening exercises for intermediate-level learners
8d. Interactive listening exercises for intermediate-level learners
8e. Listening and speaking English
8f. Supplementary Material
9a. Teaching advanced-level learners of English as a foreign language
9b. Bottom-up goals and activities for advanced-level learners
9c. Top-down listening goals and exercises for advanced level learners
9d. An interactive activity for advanced-level learners
9e. Who is an advanced-level foreign language speaker?
9f. Supplementary Material
10a. Issues of validity and reliability of a test
10b. What kind of listening test do we want to make and use?
10c. Creating the test: Collaborative or non-collaborative listening?
10d. Forms of listening tests: The discrete-response test form
10e. Additional kinds of discrete-point listening tests: Paraphrase recognition and Response evaluation
10f. Supplementary Material
11a. Integrative tests of listening comprehension
11b. Standardized tests of listening comprehension
11c. Computers in language testing
11d. Advantages of using computers in language testing
11e. To computer test or not to computer test? That is the question!
12a. Interventions and Approaches
12b. Providing helpful computer-based interventions
12c. “High-tech” intervention to teaching listening
12d. High, low, or no technology: the teacher as key to opening the door to learning
12e. Research: Investigating the process and product of teaching/learning English-listening
12f. Supplementary Material
Evaluation Final Exam
Contact Information: info@CECreditsOnline.org or 425-788-7275 Ext. 104