2. Incidental learning requires a basic sight-recognition vocabulary of at least 3,000 word families. For university-level texts, a knowledge of 5,000-10,000 word families may be needed.
3. Although incidental acquisition takes place incrementally over a period of time, there is no agreement as to how many and what kinds of exposures are needed for successful acquisition.
4. Effective word guessing requires the flexible application of a variety of processing strategies, ranging from local ones such a s graphemic identification to global ones such as the use of broader contextual meanings.
5. Some strategies seem to arise naturally but others need to be taught.
6. Students generally benefit from explicit vocabulary instruction in conjunction with extensive reading.
7. Some kinds of reading texts are more conducive to incidental learning than others--inn particular, texts that are personally interesting to learners.
8. Input modification, including glossing of specific words, is generally effective, especially if it involves the learner interactively.
9. Incidental learning depends on educated guesswork and thus can lead to
imprecision, misrecognition, and interference with the reading process. To overcome these problems, learners need to have a well-developed core vocabulary, a stock of good reading strategies, and some prior familiarity with the subject matter.
7.Homework:
1)What is the role of grammar in ELT?
2)What is deductive method of teaching grammar? What is inductive method of teaching grammar?
3)Discuss the difference between controlled practice and meaningful practice? What roles do they play in language learning?
4)Choose a lesson from a suitable textbook, which introduces a major new structure. How are you going to introduce the new structure? Can you think of situations or examples to show how the structure is used?
5)Choose a grammar practice activity from the coursebook. Plan a presentation of the activity in the next class.
8.Self-assessment:
Because students are not familiar with the English Teaching plan, although it is very easy to help Ss understand it. But They acturally don't know how to plan lessons well. It requires T explain it in details with the help of clare illustration and examples by using real examples.To get students practice more and experience .
Explicit vocabulary teaching is necessary for teaching the core vocabulary, particularly for the learning of basic lexical and semantic knowledge. Incidental vocabulary acquisition should be encouraged for further lexical and semantic development of the words learned through explicit instruction and for learning additional vocabulary.
Unit 8 Teaching Listening
1. Teaching Aims:
To discuss how to teach listening. Although vocabulary is usually integrated with the teaching of speaking, we still consider it necessary to introduce ways to presenting new words and consolidating vocabulary
2. Teaching Content:
1) Why does listening seem so difficult? 2) What do we listening to in everyday life 3) Characteristics of the listening process 4) Principles for teaching listening 5) Pre-listening activities 6) While-listening activities
7) Post-listening activities 8) Conclusion
3. Teaching Duriation: 4 periods 4. Teaching materials:
1)Textbook 2)Handout 3)CAI 4)Tape recorder
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
3) Students Practice
6.Teaching Procedures:
1)The Challenge of Teaching Listening Skills
Teaching listening skills is one of the most difficult tasks for any ESL teacher. This is because successful listening skills are acquired over time and with lots of practice. It's frustrating for students because there are no rules as in grammar teaching. Speaking and writing also have very specific exercises that can lead to improved skills. This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.
One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn't understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.
The key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, you'll be much more likely to continue jogging and get fit.
Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills greatly improved.
Nowadays it is hardly necessary to argue the importance of listening training in the English language class. However language teachers are still in search of effective approaches for teaching listening comprehension. At this point, the question is not if listening is important as a linguistic skill, but what we can do to help students improve it.
The difficulty in teaching listening lies in its complexity as a process both psychological and linguistic. In our attempt to develop teaching strategies in the listening comprehension class, it must be borne with our mind that listening is by no means a simple decoding process. Several psychological and pragmatic elements are involved and none of them is a less important influence in the classroom. Therefore to begin we must have a survey of the listening behavior as a psychological process, and locate the key elements that take effect in the acquirement of the listening skill of a foreign language
2) The Nature of the Listening Process and the Listening Class
Considerable evidence has accumulated over the last two decades, showing that effective listening requires active mental processing by listeners at several levels, particularly in interactive listening situations (Anderson & Lynch, 1988; Lynch, 1988; Riley, 1981). Researchers have found that semantic and syntactic systems as well as top-down and bottom-up processing operate simultaneously in the listening process (Anderson & Lynch, 1988; ) 2.1 The bottom-up process
Two models have been set up in the psychological studies of nature of the listening process: the bottom-up processing model and the up-down processing model. The bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units (phonemes) to complete texts. According to this view, phonemic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete meaningful texts. In other words, the process is a linear one, in which meaning itself is derived as the last step in the process. In their introduction to listening Anderson and Lynch (1988) call this the \as tape-recorder\view of listening because it assumes that the listener takes in and stores messages sequentially, in much the same way as a tape-recorder, one sound, word, phrase, and utterance at a time.
2.2 The top-down process
The alternative top-down view suggests that the listener actively constructs (or, more accurately, reconstructs) the original meaning of the speaker using incoming sounds as clues. In this reconstruction process, the listener uses prior knowledge of the context and situation within which the listening takes place to make sense of what he or she hears. Context of situation includes such things as knowledge of the topic at hand, the speaker or speakers, and their relationship to the situation as well as to each other and prior events.
2.3 The relationship of the two processes
These days it is generally recognized that both bottom-up and top-down theories are applicable in explaining how listeners understand what they hear. Since listening is a complex psychological process, it would be risky to survey it from a partial point of view.
Therefore in a listening comprehension class teachers should develop their teaching techniques s with consideration of both theoretic models. Either in the designation of a listening course or in the practice of a listening class not only is it necessary to improve students' ability to discriminate between minimal
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