V. PROFICIENCY ORIENTED APPROACH
TO LISTENING (162 - 194) / READING (199 - 227)
KEY QUESTIONS:
Listening taught separately; key factors, etc.
A.
Rationale for teaching receptive skills (pp. 162 - 165)
1. Nearly 3/5 of communication related to comprehension
skills.
2. There is a similarity in the two skills.
B.
Similarities in the skills [Elicit re views of listening in Rivers.]
1. 5 points 2. Images (Stevick) [Sample: Begin with culture.]
2. Goal of reading
C.
Differences / modes
1. Points 1- 5 (Richards)
2. Oral language and complexity: Modes of speech
3. Text types
D.
Importance of purpose of comprehension [communication acts}
1. Interpretations differ
2. Design [choice] of listening tasks relates to function/purpose.
a. Purpose (context, also b. Function (i.e., text type in reading)
E.
Teaching listening comprehension (pp. 169 - 195)
1. Processes /skills [Related to views of listening in Rivers.]
2. Model (Richards): Steps and Microskills (Cf.: pp. 228 -
229)
3. Planning instruction for listening proficiency
a. Function and Response (Lund)
b. Functions (6)
c. Responses (9)
d. Illustrations
4. Use of authentic materials (esp. for reading)
a. Frustration due to lack of student skill/background knowledge
b. Need for active and early skill development and practice.
c. Suggested activities / Scripts
5. Sample formats (pp. 173 - 195)
List as appropriate.
REFERENCE: ACTFL GUIDELINES APPENDIX A., LISTENING, pp. 505 -
506)
Excerpts by Dr. David W. Gurney,
Ph. D.
September 17, 1996