By Kidd E.
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Although prior knowledge is important for facilitating comprehension, it can also be misleading when used inflexibly. , 2005). This underscores the importance of flexibility in the comprehension process. Using a combination of questioning and elaboration (activating prior knowledge), listeners must continually consider different possibilities and monitor the emerging interpretation for congruency with their expectations and prior knowledge (Vandergrift, 2003b). Discourse Knowledge Discourse (textual) knowledge involves comprehension at the level of text organization.
2 highlights a number of interactive listening strategies identified through research with L2 listeners engaged in interactive tasks (Dörnyei & Kormos, 1998; Rost & Ross, 1991; Vandergrift, 1997b). Evidence for these strategies was corroborated in subsequent studies (Farrell & Mallard, 2006; Vandergriff, 2006). 2. Interactive Listening Strategies: Definitions and Examples Strategy Forward Orientation Backward Orientation 1. Global reprise/ask for repetition/ convey nonunderstanding 2. Ask for clarification/ specific lexical reprise 3.
Comment on the benefits of the types of instruction used in the book and the challenges that learners might face. What is your understanding of a holistic metacognitive approach to teaching listening? How is this different from an activity where learners listen to the input and answer the questions based on it? Think of a group of learners that you know or teach. What are their problems with learning to listen? What kind of support do they get from their teachers to deal with these problems? Interview a few language learners to find out what they typically do in a listening class and how they feel about these activities.