Resumo dos capítulos 13, 14 e 15 do livro methodology in tesol

Summary

PORTER, Don; ROBERTS, Jon. Authentic Listening Activities. CARRUTERS, Rod. Teaching Pronunciation. BASSANO, Sharron Kay; CHRISTISON, Mary Ann. Developing Succesful Conversation Groups. In: LONG, Michael H.; RICHARDS, Jack C. (Org.). Methodology in Tesol: A Book of Readings. Boston: Heinle & Heinle Publishers, 1987. (p. 177-207)

Chapter 13: Authentic Listening Activities

There are differences between listening texts especially prepared for ELT, and the spoken language not prepared for the purpose of teaching. We can characterize the ELT listening text through these aspects: Intonation, Received Pronunciation, Enunciation, Structural Repetition, Complete Sentences, Distinct Turn-Taking, Pace, Quantity, Attention Signals, Formality, Limited Vocabulary, Too much Information and Mutilation. Thus, it gets clear that exist a greater difference between ELT classroom situations and the language spoken to the world outside. Why is there this difference? Because most of all the students tend to speak according to the formal grammar and what they have learned within the classroom. They are understood but what they hear from a native speaker is a language full of colloquialism: Therefore:

If we are to help learners cope with the authentic situation of mismatch between the language they produce and what which they hear, we must at least expose them to authentic language and, if possible, lead them to work out strategies for coming to terms with it” (PORTER; ROBERTS, 1987. p 179).

When we talk about “authentic listening activities” we must know about types of listening, what happens with the listener during the listening and what he hears. In general we have to pay attention to the main words, not all the words. For example, if the student is listening a text about the weather, he must try to understand certain words like appropriate clothes to wear, season, etc. These tips have the purpose to involve the