Известия казумоимя имени Абылай хана серия «филолог…»
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| I mean or you know,
well, err. Because of the occurrence of these redundancies, the authentic listening materials are often not well organized. Speakers tend to hesitate, to go back to the beginning of an idea and start again, to repeat themselves, to produced ungrammatical utterances, to change their minds in mid-sentence and go off at tangents. 2. Different grammatical features The differences in grammar between authentic and inauthentic listening materials can be reflected in the differences between the spoken language and written language. To summarize these as: a) most speakers of English produce spoken language which is syntactically very much similar than the written language (e.g. few subordinate clauses); b) speakers often use incomplete sentences; c) the vocabulary of spoken language is usually much less specific than that of written language; d) interactive expressions like well, oh, uhuh features are used in spoken language; e) information is packed very much less densely in spoken language than written language. This means that the vocabulary used in authentic listening materials is different from that used in the inauthentic listening materials. The former tend to use the general nouns, thing, person, animal and the verb get, do, make, have, etc. and conjunctions and. It also tends to use colloquial vocabulary. In addition, in the natural communication, the speaker pays less attention to the cohesions and always uses the ungrammatical structures. Sometimes, the referents of cohesive markers such as this, these, and you are omitted in speech. For example,: ―well you know, there was this guy, and here we were talking about, you know, girls, and all that sort of thing ...and here‘s were what he says... 3. Different stylistic features Just as we mentioned, the authentic listening material contains elements of natural and spontaneous spoken language, which seems variable, and is very different from one dialect area to another and very different from people of different identities. We may see the varieties of real and spontaneous spoken language from the following example (spoken by the landlord of a Cambridge pub in England, who has a southern English accent): АБЫЛАЙ ХАН атындағы ҚазХҚжӘТУ ХАБАРШЫСЫ «ФИЛОЛОГИЯ ҒЫЛЫМДАРЫ» сериясы 84 4. Different environmental features Authentic listening materials have background noise while inauthentic listening materials have no background noise. It occurs when the listener cannot receive or understand information because of interference. ―Noise maybe caused not only by some outside disturbance, but also by a temporary lack of attention on the part of the listener or by the fact that a word or a phase was not understood because it was mispronounced or misused or because the listener simply do not know it. In any case, a gap is left which is filled, as far as the listener is concerned, by a meaningless buzz‖. In an informal conversation the listener may request a clarification and redundancy may often help him to construct the meaning. However, the inauthentic listening materials are all graded to suit the level of the foreign language learners without any ―noise‖. We can see that authentic listening materials reflect the naturalness of spoken language, which can narrow the distance between the learners and the actual social reality. If students constantly receive the authentic listening input, they will find it easier to communicate with native speakers in real life, and their true listening ability can be developed. Factors to consider when selecting authentic listening materials A. Learner‘s language proficiency level and the linguistic demands of the listening text Teachers need to bear the following questions in mind: Is the critical vocabulary in the recording (words central to an understanding of a topic) likely to be familiar to the listener? To what extent does the task rely upon the ability to decode the linguistic content? To what extent can the task be achieved without a full understanding of the linguistic content? Learner level is an important factor in selecting authentic listening materials. Spontaneously spoken language is too complex to be introduced in the classroom in the first stage of foreign language learning, but in the second or intermediate stage of foreign language learning, all the factors of the spontaneously spoken language come into action. So for the lower level learners, we should provide easier materials such as the short headline type reports, audio and radio advertising, or short news broadcasts or children‘s songs. For the intermediate levels, there is a wider range of choices. Four or five minutes TV or radio news reports, the slightly adopted movies, or even whole TV programs can be included. As for the advanced level students, they have learned the target language for years and have the ability of dealing with the possible difficulties with their linguistic competence and world knowledge. Teachers now can choose some political speeches, ceremonial formulae, gossip, family quarrels etc. as the teaching materials. These materials are either very formal (ceremonial formulae, political speeches) or fairly informal (gossip, family quarrels), which are considered very difficult for foreign language learners. ИЗВЕСТИЯ КазУМОиМЯ имени АБЫЛАЙ ХАНА серия «ФИЛОЛОГИЧЕСКИЕ НАУКИ» 85 B. Learners‘ interest and the intrinsic interest of the topic Teachers have to think how easy it is to create interest in the topic at a pre- listening stage and how familiar the topic is to the students. Learner‘s interest is another important factor that should be taken into consideration when selecting authentic listening materials. An applied linguist once said that it‘s no good trying to get your students fascinated by a text on the latest art movies if they are all fans of action films. You might as well save your time and energy and just use the textbook. So it‘s necessary for teachers to know students‘ likes and dislikes on listening materials and it‘s wise for them to make a survey among students before the selection. For example, the teacher gives each student a form like the following one, and asks them to fill it, and then makes a summary of the survey. In this way, the selected materials may be accepted by most of the students and successful listening teaching may achieve. C. Cultural appropriateness If there is any cultural specific content in the recording,, the teachers should consider whether they can reduce its comprehensibility to the listeners from other cultural backgrounds or whether it can potentially cause cultural offence. D. Cognitive demands How complex are the ideas in the recording? How dense are they? How complex are the relationships between the ideas? How complex is the overall argument structure E. Exploitability Can you design any learning tasks based on the text to ensure the learners‘ comprehension? There are other factors need to be considered: the information density, the accent, the speed of the speaker, the relevance of the listening material to the syllabus and the students etc. It is the advantages that attract us to accept and use authentic materials in foreign language classroom, but when using them, it‘s inevitable that we‘ll face some problems. For most students, the challenges are that authentic materials may be ―too culturally based‖ and often contain ―difficult language, unneeded vocabulary items and complex language structures [4]. So students are required to have sufficient cultural background knowledge and a large amount of vocabulary and a good command of grammar knowledge. Therefore, lower-level students are easily de-motivated when confronted with this kind of materials. Authentic materials often create problems to teachers too. Since the language of authentic listening materials is difficult, teachers need to do special preparation before class that is often time consuming. These disadvantages can be avoided in selecting and lesson planning. Actually if used appropriately, the disadvantages can be turned into advantages. жүктеу/скачать 3,43 Mb. Достарыңызбен бөлісу:
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