Patching up listening skills with TubeQuizard (SkyTeachConference)
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The document summarizes a presentation about using TubeQuizard, a website for creating listening comprehension quizzes from YouTube videos, to help students improve their listening skills. It discusses how: 1. Real-life pronunciation can differ from what students expect, so diagnostic activities can help adjust expectations and analyze pronunciation patterns. 2. Activities involve transcribing sentences from videos, identifying missing sounds or vowels, and finding frequent pronunciation features. 3. Training activities then provide multiple examples of these features to help comprehension of structures like modals, verbs, and grammar that may be difficult to perceive. 4. The presenter provides links to their blog and the TubeQuizard website for creating qu
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Patching up listening skills with TubeQuizard (SkyTeachConference)
- 1. Patching up listening skills with TubeQuizard Olya Sergeeva SkyTeachConference 18 March 2017 olyaelt@gmail.com blog: http://eltgeek.wordpress.com @olyaelt
- 3. http://www.tubechop.com/watch/8846209 Leo’s bad luck (TheEllenShow) What level could you use this video with?
- 4. http://www.tubechop.com/watch/8846209 Please type ‘+’ once you’ve watched the video What level could you use this video with?
- 5. 5 Track 1 (1) _______ looking (2) _______ the window, (3) _______ entire engine (4) ______________ fireball. http://kirilloid.ru/pub/evo/index.html
- 6. 6 I was looking out the window, and the entire engine just turned into a fireball.
- 7. 7 I was looking out the window, and the entire engine just turned into a fireball. Listen to Track 2. Type in the chat box how ‘I was’ sounds in reality. Does Leo say ‘ˈaɪ wɒz’ or are some sounds reduced / missing?
- 8. 8 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ wɒz
- 9. 9 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz
- 10. 10 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪŋ aʊt
- 11. 11 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt
- 12. 12 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd ði:
- 13. 13 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði:
- 14. 14 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði: 5 just dʒəst
- 15. 15 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði: 5 just dʒəst
- 16. 16 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði: 5 just dʒəst 6 turned into a tɜːnd ˈɪntə ə
- 17. 17 I was looking out the window, and the entire engine just turned into a fireball. Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði: 5 just dʒəst 6 turned into a tɜːnd_ɪntə ə
- 18. 18 Track 7 (1) _______ right after Sully had (2) _______incident happen to him (3) _______geese…
- 19. 19 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 10
- 20. 20 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 10
- 21. 21 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 that ðæt 10
- 22. 22 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 that ðæt 10
- 23. 23 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 that ðæt 10 with the wɪð ðə
- 24. 24 It was right after Sully had that incident happen to him with the geese… Written form Spoken form 8 it was ɪt wɒz 9 that ðæt 10 with the wɪð ðə
- 25. 25 Track 11 (1) _______ the only person (2) ______________ see this.
- 26. 26 I was… I was the only person there that seemed to see this. Written form Spoken form 12 there that ðeə ðæt 13
- 27. 27 I was… I was the only person there that seemed to see this. Written form Spoken form 12 there that ðeə ðæt 13
- 28. 28 I was… I was the only person there that seemed to see this. Written form Spoken form 12 there that ðeə ðæt 13 seemed to siːmd tuː
- 29. 29 I was… I was the only person there that seemed to see this. Written form Spoken form 12 there that ðeə ðæt 13 seemed to siːmd tə
- 30. 30 Written form Spoken form 12 there that ðeə ðæt 13 seemed to siːmd tə Written form Spoken form 8 it was ɪt wɒz 9 that ðæt 10 with the wɪð ðə Written form Spoken form 2 I was ˈaɪ_wɒz 3 looking out ˈlʊkɪ ŋ_aʊt 4 and the ənd_ði: 5 just dʒəst 6 turned into a tɜːnd_ɪntə ə
- 31. 31 Frequent chunks wɪð ðə ˈaɪ_wɒz ɪt wɒz t/d missing Vowels missing dʒəst ˈaɪ_wɒz ənd_ði: ɪt wɒz ðæt ðeə ðæt ðeə ðæt tɜːnd_ɪntə ə siːmd tə Miscellaneous lʊkɪ ŋ_aʊt
- 32. 32 Fact 1: ‘real life’ pronunciation is often different from the learners’ expectations
- 33. 33 Fact 1: ‘real life’ pronunciation is often different from the learners’ expectations Fact 2: ‘real life’ pronunciation is not chaotic – there are patterns / high frequency pronunciation features
- 34. 34 Diagnostic activities: adjust expectations & demystify
- 35. 35 Diagnostic activities: adjust expectations & demystify Procedure: • Choose a short authentic video • Watch for gist • Transcribe one sentence • Analyze pronunciation (what sounds are missing?) • Repeat & analyze what features are frequent
- 36. 36 ‘that’ is often pronounced /ðæt/
- 37. Training activities: multiple examples of one feature
- 40. 40 Frequent chunks wɪð ðə ˈaɪ_wɒz ɪt wɒz t/d missing Vowels missing dʒəst ˈaɪ_wɒz ənd_ði: ɪt wɒz ðæt ðeə ðæt ðeə ðæt tɜːnd_ɪntə ə siːmd tə Miscellaneous lʊkɪ ŋ_aʊt
- 41. 41 Frequent chunks wɪð ðə ˈaɪ_wɒz ɪt wɒz t/d missing Vowels missing dʒəst ˈaɪ_wɒz ənd_ði: ɪt wɒz ðæt ðeə ðæt ðeə ðæt tɜːnd_ɪntə ə siːmd tə Miscellaneous lʊkɪ ŋ_aʊt
- 42. Grammar structures which might be difficult to catch because of the loss of /t/ or /d/?
- 43. Negatives (didn’t, can’t, shouldn’t) Past simple (turned, stopped, tried), present perfect, the passive Superlatives (the best summer, the most) Modals (must, could, should)
- 44. Grammar structures which might be difficult to catch of a very weak schwa?
- 45. Modals (must, could, should) There is / There are Past simple (he was here)/continuous (I was trying)
- 46. Present/future simple (I’ll, I’m) Modals (must, could, should) There is / There are Personal pronouns (my bedroom, our money) Prepositions (about, out) & phrasal verbs Past simple (he was here)/continuous (I was trying)
- 47. Listening decoding Diagnostic & training activities • Reactively • Proactively: [lower levels up] grammar & new lexis / functions
- 52. Use CTR + F to search in subs
- 60. Creating your own quizzes using TubeQuizard: tutorial and links https://eltgeek.wordpress.com/conferences/skyteachconference- 2017/ olyaelt@gmail.com @olyaelt
- 62. 62
- 63. What are your takeaways?
Hinweis der Redaktion
- So, let’s see for ourselves. This is one of the videos I’ve used with my students (it comes from Toronto Public Library youtube channel). All of my students, even at advanced levels, found this extract very challenging. Watch this video and as you watch, try to pinpoint what features make it difficult. (This is an embedded video, so you can click on it to watch it. Alternatively, watch it on youtube – till the end of the story, about 3 minutes).
- So, let’s see for ourselves. This is one of the videos I’ve used with my students (it comes from Toronto Public Library youtube channel). All of my students, even at advanced levels, found this extract very challenging. Watch this video and as you watch, try to pinpoint what features make it difficult. (This is an embedded video, so you can click on it to watch it. Alternatively, watch it on youtube – till the end of the story, about 3 minutes).
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- 15 months ago I joined an English teaching department in an IT company. The biggest priority for my students was listening (mostly to skype meetings), so I had to develop a course to help them. Luckily, there’s research explaining what exactly it is that makes authentic listening so challenging for learners and suggesting lots of activity types to target those features. I can’t recommend John Field’s book enough. More references at the end!
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- Here’s a bit more insight into this particular extract: on the slide you see the first sentence from the video. In red are the words that my students couldn’t catch even if when I replayed and asked them to transcribe. Click on embedded audio to listen. Two features that I find quite striking: first, the ‘red’ bits are 13 words out of 50 – almost 50%! Secondly, they’re all in top 100 words of English. In general top 100 words of English cover over 50% of any speech – and they are the ones that are quite difficult to catch: because they’re so frequent, people don’t bother pronouncing them completely.
- So, to sum up, there are lots of reasons listening could be difficult. But one very important reason is ‘missing too many words’ and a listening course should address that difficulty (among others).
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://www.youtube.com/watch?v=gzRhbuCe_uc
- https://docs.google.com/forms/d/e/1FAIpQLScvXSNg_E-L9Ez6F3Enzmc62XHOg99oqBfzScN6ouGjppU81g/viewform