Aula_07

Esta é uma pré-visualização de arquivo. Entre para ver o arquivo original

Prof.: Fellipe Cavallero
AULA 7: RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
AGENDA:
Receptive Skills;
Listening;
Reading;
Listening versus Reading;
Summary;
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Listening and reading are called receptive skills because when doing these, learners do not need to produce language; instead, they receive language and understand the message (theoretically saying…), or to put it another way, they decode meaning from the discourse they hear or see.
 It is important to note, however, that receptive is not the same as passive. In fact, there is active involvement of the listener/reader in the complex processes of listening and reading. 
 
1) RECEPTIVE SKILLS
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Listening is an oral language skill: when we speak of listening, we mean the ability to hear a piece of language and understand what we hear. The term listening is used in language teaching to refer to a complex process that allows us to understand spoken language.
 Listening, the most widely used language skill, is often used in conjunction with the other skills of speaking, reading, and writing. Listening is not only a skill area in language performance, but is also a critical means of acquiring a second language (L2).
2) LISTENING
Listening comprehension is a very important skill for L2 learners to master in order to be able to communicate effectively in a foreign language.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
There are reasons that account for the difficulty learners face when listening to aurally presented material:
a) Listening involves real-time processing, generally without the option of going back to earlier sections of the passage the listener may have missed;
b) It is difficult for learners to exert control over the speed of text delivery all the time – that is, sometimes it is not possible to control the rate at which text is received;
c) Spoken information is usually spontaneous. Hence, it doesn’t usually involve planning and editing before delivery.
CHALLENGES LISTENING OFFERS...
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
According to Brown (2006), even though listening can be a ‘hard job’, it is possible to make it easier for learners and help them develop this skill adequately. He proposes a four-step guide to teaching this skills:
Activation of prior knowledge for improved listening comprehension;
Systematic presentation of listening for main ideas, listening for details, and listening and making inferences;
Stimulating integration of real-world cultural information for students to know and share;
Presentation of extensive listening tasks leading to personalized speaking;
HOW TO TEACH LISTENING
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Since all learners have some knowledge about certain topics and situations, teachers can help them comprehend what they hear by activating this prior knowledge in pre-listening tasks that will prepare them for the main listening activity.
a) Activation of prior knowledge for improved listening comprehension
Pre-listening procedures can facilitate students´ comprehension of listening activities.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Teachers should help students to develop a sense of the purpose for listening to a specific material. Depending on the reason, students should be able to use one of the three skills that will enable them to listen more effectively. These are:
 
(1) Listening for main ideas;
(2) Listening for details;
(3) Listening and making inferences.
b) Systematic presentation of listening for main ideas, listening for details, and listening and making inferences
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Teachers should present materials in a context, that is, they should teach students language as it is situated in the world. Besides teaching students something new, interesting cultural information also helps to increase their motivation.
c) Stimulating integration of real-world cultural information for students to know and share
Cultural elements are of great importance in developing students´ listening skills.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Teachers should build on listening exercises in order to provide speaking practice. This speaking practice, in turn, will give students more listening practice, as they will be listening to each other during the activity.
 Because listening is such a complex and challenging activity, teachers should be able to plan listening activities very carefully in order to make them interesting and relevant to students. By doing this, they will help them overcome their difficulties and become effective listeners.
d) Presentation of extensive listening tasks leading to personalized speaking
Well-planned listening activities empower students for speaking activities.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Reading is a very complex process which involves many stages. It is through the use of several levels of knowledge, such as linguistic, textual and world knowledge that the reader is able to construct the meaning of a text. 
Reading is also regarded as interactive due to the very reason that there are varied levels of knowledge interacting between themselves during the act.
3) Reading
Sources: Family, Community, School, Socialcultural Environment & Individual references.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
There is always a purpose behind the reading of a text and this purpose is what determines how the reader is going to engage in the reading process.
Seven main reasons:
To obtain information for some purpose or because we are curious about some topic;
To obtain instructions on how to perform some task for our work or daily life (e.g. to know how an appliance works);
To act in play, play a game, do a puzzle;
 
READING PURPOSES
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
To keep in touch with friends by correspondence or to understand business letters;
To know when or where something will take place or what is available;
To know what is happening or has happened (as reported in newspapers, magazines, reports);
For enjoyment or excitement.
READING PURPOSES – CONT.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
The main strategies that readers draw on in constructing meaning from text are as follows:
 
Skimming – running one’s eyes over a text quickly just to get the gist of it;
Scanning – going through a text quickly in order to find a specific piece of information;
Extensive reading – reading longer texts fluently, usually for pleasure;
Intensive reading – reading shorter texts in detail in order to extract specific information from it.
READING STRATEGIES
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Three main models of how reading occurs have been suggested by researchers who intended to describe the interaction between reader and text, namely:
 
Bottom-up theory – this term has been used for approaches to reading which emphasize text-based features at word and sentence levels.
This traditional model was firstly known as the “decoding model” and, according to it, the reading process is regarded
as a mechanical process centered on the graphical processing, in which all the information comes from the text to the reader.
 
MODELS OF READING
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Top-down theory – this theory takes the reader, rather than the text, as a point of departure
As opposed to the previous one, this psycholinguistic model defends the idea that the flux of information goes from the reader to the text.
The reader brings to the text all his/her previous knowledge – known as schema, or mental model, which allows the reader to relate new, text-based information to existing world knowledge, expectations and questions.
MODELS OF READING – CONT.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Interactive theory– both bottom-up and top-down processes occur either alternately or at the same time.
This third model is the combination of the other two models, which means that the reader makes use of both the bottom-up and the top-down approaches, either simultaneously or not, in order to construct meaning from the text. According to this model, readers constantly negotiate meaning which is found only partially in the text and readers’ interpretations might be very different from the meaning the writer had intended.
MODELS OF READING – CONT.
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
4) LISTENING VERSUS READING
AULA 07 – RECEPTIVE LANGUAGE SKILLS
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
SUMMARY:
Receptive Skills;
Listening;
Reading;
Listening versus Reading;
*
*