1. When listening for specific information, the listener concentrates only on the infromation he/she needs. This is the listening equivalent of the reading skill of scanning.
2. People in real life listen for a range of purposes. For example, people exchange greetings with friend in order to maintain social relationships.
3. When the listener uses his/ her knowledge about the context, the speaker, or the topic to work out the general meaning of an aural text, he/she is applying the top-down approach to listening.
4. The sources for a listener to rely on when making inferences include the speaker's intonation, choice of words, and boday language such as facial expressions and gestures.
5. Language and background knowledge constitue the two major sources of information the listener can rely on in trying to achieve understanding.
6. The difference between listening and hearing is that we hear things without any conscious attention, while we listen to things with a purpose and pay attention to the message being communicated.
7. Successful listening involves correct interpretation of not only what is directly expressed, but also what is indirectly meant such as the realtionship between speakers or speakers' attitude.
8. Both live presentations and recorded materials play important roles in developing students' listening ability. The teacher should not use one type of material to the exclusion of the other.
9. Like successful reading, successful listening involves an interaction of bottom-up and top down approaches. In other words, a successful listener makes use of both approaches at the same time.
10. The amount of response required of a listener is a commonly used criterion to measure the complexity of a listening task. The more reponse is expected of the listener, the more difficult the task is.
11. Successful listening requires the listener to catch what he/she regards as important based on his/her listening purpose, and he/she can demonstrate his/her success by correctly reproducing the aural message, but not necessary in a word-for-word form.
12. Summary writing is a useful task to train the skill of listening for gist.
13.An adult is able to judge for himself the weather conditions, so the man listens to the stranger commenting on the weather in order not to extract information, but to appear polite and friendly.
14. As there are many practical problems involved in using authentic listening materials, recorded speeches for language learning purposes can be a good alternative as long as they are authentic-sounding and include the common features of natural oral communication.
15. A person is listening to a live presentation when he/she and the speaker are engaged in face-to-face conmunication with eacher other. Otherwise he/she is listening to a recorded material. The former has the advantage of allowing the listener to see the speaker's body movements, and the latter makes accessible to listener a wider range of speakers with different accents and speeds.
當(dāng)一個(gè)人在聽現(xiàn)場(chǎng)演講時(shí)，他/她與演講者面對(duì)面地進(jìn)行交流谍婉。
16. One reason for the difficulty of teaching listening is that it is difficult, almost impossible, to know exactly what mental process are involved as listeners try to extract from an aural text. As a result, it is difficult for the teacher to monitor the listening processes fo his students or to detect the problems his students might encounter.
17. The purpose of while-listening activies is for students to employ a certain listening skill. It is important that appropriate tasks be design for different skills. For example, correcting errors in a story can be used to train listening for details, and answering questions abou the relationships between speakers in a conversation is good for training inference skill. Filling in blanks, on the other hand, is suitable for developing the skill of listening for specific information.
18. The skll that helps people to "listen between lines' is called inferring, which allows them to decode what is indirectly expressed, such as the moods or attitudes of the speakers. One source of information the listener can rely on is intonation. A request made with a rising tone implies politeness, whereas the same request made with a falling tone may be expressing annoyance or criticism.
19.Before listening, the listener usually has some sort of expectation of what is to be said. As he/she listens, he/she activates what he/she expects with what he/she hears and matches his/her knowledge about the language and background information in trying to achieve understanding.
20.The purpose of the post-listening stage is to consolidate what has been learned and relate the new information or language to a different context. Though listening is a receptive skill, there has been a trend in recent years to engage students in some kind of productive activities such as speaking and writing in this stage. Writing summaries, group discussions, and role-play are a few examples.
