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Applied PRES Field
Applied PRES Field
• [maɪˈtreɪn] my train
• + or my train or
• + snow my train or snow
How do expert listeners recognise grammar
patterns?
• The heavy fall…
clumsily
• The actor learnt the words…
had been written by Shakespeare
• The teachers taught by modern methods …
did better than their colleagues
• The rescuers discovered the plane …
had crashed
• The promise made…
was finally kept.
Exercise types
(Field: Listening in Language Classroom, Chap 12)
• a. Teacher plays a sentence from a recording of natural speech.
Learners transcribe the words they understand. Teacher replays,
learners add more words. Learners compare answers, teacher replays.
• b. ‘Listen and fill in the missing words’. Teacher gives learners a
transcript, in which groups of words (not just single words) have been
omitted.
• c. ‘Write what you hear’. Teacher dictates ambiguous sequences to
the learners, adds an unexpected ending.
a nice cream … dress
the way to cut it … is like this
some boxes have … arrived
I want to drive a … train.
Dealing with unknown words
I found out that the thud was the cat
the sound was the cat
I found out that the front was the cat
the thing was the cat
the fog of the cat
I found that the sun in the cat
I found out the frog and the cat
I found out that is a cat
I found that was the cat
I thought it was a cat
in the front was the cat
I found out where was the cat
what I thought that a cat
Unfamiliar words
I found out that the thud was the cat.
• L2 listener in class
– ‘Can you work out the meaning from the context?’
• L2 listener in the real world
– the thought / front / sun was the cat
• L1 listener hearing a new word:
– Identify as new word rather than known
– Ignore – Generalise – Infer meaning from context
New word or known? Exercise types
(Field: Listening in the Language Classroom, Chap 12)
Dr John Field,
Dept of Applied Linguistics,
University of Reading,
Whiteknights,
Reading RG6 6AA, UK