Understanding When Listening

How do we actually understand when we are listening? There are two main ways of processing the information we hear.

Bottom-up processing: This is our understanding of the units of language; the sounds, intonation, words and grammar, which allow us to decode a message. At this level of understanding, we are recognizing and processing parts of speech, rather than interpreting the message based on the context, our world knowledge, and so on.

Result-based processing: This relates to the wider level of understanding - the context, purpose and function of utterances, the shared knowledge between listener and speaker, as well as our world knowledge.

Neither of these approaches alone is enough for us to understand a message effectively. We need to combine the two, in part analyzing the sounds and parts of speech, and in part interpreting within the context and our shared knowledge.

Bottom Up? Worksheet

Look at these examples of misunderstandings and decide whether the problem is related to a) bottom-up or b) result-based processing.

1. On the tape a speaker says a journey lasted 'eighteen hours'. A student writes for Duration of journey: 80.

2. On the tape a student hears a conversation in which the words: 'menu, mouse and hard drive' are mentioned and ticks that the conversation is taking place in a) a restaurant when the correct answer is b) a computer shop.

3. On the tape a student hears: 'I live on the fourth floor and since I've had this back problem I can't manage the stairs on my own.' The student understands 'people stare at the person with back problem'.

4. On the tape the student hears: 'It's halfway down Kent Street…it's number 16 to be exact' In response to the prompt Address of Shop the student writes Down Kent Str. 16

Bottom Up? Worksheet

Look at these examples of misunderstandings and decide whether the problem is related to a) bottom-up or b) result-based processing.

1. On the tape a speaker says a journey lasted 'eighteen hours'. A student writes for Duration of journey: 80.

4. On the tape the student hears: 'It's halfway down Kent Street…it's number 16 to be exact' In response to the prompt Address of Shop the student writes Down Kent Str. 16

FEATURES OF ENGLISH QUIZ (ORAL) (for trainer)

a. (weak sounds) How can these words be pronounced by a native speaker?
have do been can (write these on the board)
Point out that in context these can be pronounced as weak forms.

b. (linking) Look at these phrases:
(write on board: What's up?What I asked...).
Now listen to them. What's different in the way I say them to the way they are written? (say) whassup? whatijasked… (intrusive / j /)

c. (homophones) Write down two different ways you can spell these words, with different meanings:
pair/pear; poor/pour; break/brake.
Point out that some words can be pronounced in the same way but have different spellings and different meanings.

d.(numbers, dates, times) Write down the numbers I say in these sentences:

He was born on the 30th of June.
The address is 50 Redwood Drive.
It was her 19th birthday last week.
It can be easy to confuse numbers, especially 13-19 and 20, 30 etc.

e. (contrasts between verb/noun forms) What are the 2 different ways you can pronounce these words? Which pronunciation is the verb and which is the noun? (write on board: export; record; produce.)
The verbs are all stressed on the second syllable, the noun on the first.

f. (international or loan words)What's the difference between the English and your pronunciation of these words? Do you always say them correctly when you speak English? (select appropriate words for a monolingual group, or add others, and write on board)
radio athlete sandwich coke taxi vitamin football.

Once you have finished, go through the answers - you can do this with the whole class or by regrouping the students and letting them discuss their answers before checking with the whole class any that they are unsure about. Make a note of any points that your students have difficulties with or tell you that they need help with. You can then work on these in more detail in subsequent classes.

Follow this activity up by writing this list of words on the board:

1) no idea2) do you3) guessed4) can't have

5) you're in here 6) seventieth7) wait 8) telephone

Which problem could each of these words or phrases present?

Answers to optional activity

1. linking: intrusive /w/
2. could be pronounced: dju or djer
3. homophone: guest
4. linking and weak form of 'have'
5. linking intrusive 'r'
6. easily confused with 'seventeenth'
7. homophone 'weight'
8. common international word with different pronunciations in other languages