Your outstanding analyisis has got me into thinking a lot! I must say I kept nodding as I read through it...I'd just like to point out two minor points I might disagree on: 1. Listening to experts as a way to confirm our predictions is something we DO do a lot in our daily life (school has worked hard to train us into this habit, hasn't it?). In that sense, I'd be definitely convinced this is a real-life like task.
2. As regards the second planned listening, in my eyes, "to get more information" is a purpose in itself, as it'll allow listeners to account for their choices and discuss them with the class. At the end of the day, this seems to me a more real-life like task than answering questions defined by the teacher.
Finally, a question: would you give your students the choice to listen to the recording a second time, or would you play it "automatically"? And during this second listening, what would the purpose be for the best able students?
Thanks for making me reflect upon my beliefs about "teaching listening" so deeply!
Hi Deb!
ResponderEliminarYour outstanding analyisis has got me into thinking a lot! I must say I kept nodding as I read through it...I'd just like to point out two minor points I might disagree on:
1. Listening to experts as a way to confirm our predictions is something we DO do a lot in our daily life (school has worked hard to train us into this habit, hasn't it?). In that sense, I'd be definitely convinced this is a real-life like task.
2. As regards the second planned listening, in my eyes, "to get more information" is a purpose in itself, as it'll allow listeners to account for their choices and discuss them with the class. At the end of the day, this seems to me a more real-life like task than answering questions defined by the teacher.
Finally, a question: would you give your students the choice to listen to the recording a second time, or would you play it "automatically"? And during this second listening, what would the purpose be for the best able students?
Thanks for making me reflect upon my beliefs about "teaching listening" so deeply!
Cheers,
Gladys