1. How to integrate pronunciation features into listening lessons
1.1. Signal words in conversation
1.1.1. Self-correction words
1.1.1.1. actually
1.1.1.2. I mean
1.1.1.3. No, wait
1.2. Understanding key vocabulary
1.2.1. Guessing vocabulary from context(Figure 10.28)
1.2.2. Recognizing key vocabulary in the stream of speech(Figure 10.29)
1.3. Signal words in lecture
1.3.1. Listening for main idea
1.3.1.1. First
1.3.1.2. In general
1.3.1.3. As a result
1.3.1.4. Finally
1.4. Understanding specific details
2. Multiple skills for listening
2.1. Listening for thought groups
2.1.1. Harley(2000) Can be done with transcriptions or ESL dialogues (/)
2.1.2. Gilbert(1983) Multiple-choice test
2.2. Listening for prominence
2.2.1. Word or syllable that speaker chooses to highlight most strongly
2.2.2. Dialogue or anecdotes
2.3. Listening for stressed syllables and rhythm
2.3.1. Words that are understood most clearly are the ones that are stressed the most and carry the most meaning
2.4. Listening for reduced speech
2.4.1. Speed, context, speaker
2.4.2. can vs. can't
2.4.2.1. can
2.4.2.1.1. Function word
2.4.2.1.2. Not stressed
2.4.2.1.3. Schwa
2.4.2.2. can't
2.4.2.2.1. content word
2.4.2.2.2. Stressed
2.4.2.2.3. Full vowel
2.5. Listening to distinguish numbers
2.5.1. Thirty
2.5.1.1. Second syllable unstressed
2.5.2. Thirteen
2.5.2.1. Second Syllable stressed, vowel full quality, followed by -n
2.6. Listening to distinguish word boundaries: segmentation issues
2.6.1. contributes to mishearing
3. Knowledge about mishearing and dictation
3.1. Mishearing
3.1.1. Slips of the ear
3.1.2. The answer my friend, is blowing in the wind vs. The ants are my friends, they're blowin' in the wind
3.1.3. While stress pattern and vowel quality stay the same, the meaning is unclear.
3.2. Dictation
3.2.1. Divided into logical thought groups,
3.2.2. Assessment tool
3.2.3. Learning tool
4. Listening Process
4.1. Bottom-up listening
4.1.1. Segmentation