Approaches To Teaching Listening

Approaches To Teaching Listening Through the time there has been a shift in language perspective. Listening as a skill takes priority over details of language content. Along this shift different approaches were chosen to teach listening. In late 1960s and in the early 1970s comprehension approach was used. It was a teacher centered approach in which no attention was given to mistakes or what may cause these mistakes. Teachers focused upon the outcome of listening rather than upon listening itself, upon product rather than process. Learners kept experiencing the same difficulties in same listening exercises as they were not taught how to deal with them. Comprehension approach provided practice in listening but failed to practice it. To make listening more effective it is necessary to judge understanding not only by the number of learners who answered the questions correctly but also to follow up responses in order to understand where understanding broke down and to put things right. This happens if the listening less ons are seen as diagnostic activity. Diagnostic approach requires teachers to identify and redress learners weaknesses as listeners. According to Brown: Until we have some diagnostic procedures the teacher can only continue to test comprehension not to teach it. We need to move to a position where the teacher is able to recognize particular patterns of behavior manifested y an unsuccessful listener and to provide exercises for the students which will promote superior patterns of behavior. More listening does not necessarily mean better listening. Breaking listening into sub skills and planning series of short listening exercises can ensure better listening as it supports diagnostic approach, making it easy to identify the failure. More recently as listening takes the priority it should be seen as form of expertise. This requires intensive practice to become more automatic and exposure to real life experiences where taught practice have to be used appropriately and under the pressur e of time. Process in understanding spoken discourse There are two kinds of processes involved in understanding the spoken discourse. These are generally referred to as Top down and Bottom up approaches. Bottom up refers to using the incoming input as the basis for understanding the message. Top down method on the other hand, uses background knowledge in understanding the meaning of the message. There have been several arguments about the use of these two methods. According to Vandergrift bottom up help learners to develop word recognition skills, whereas top down method help learners to develop real life listening skills. But alone its not adequate for developing word recognition skills. Tyler (2001) suggested that Bottom up method can be used for long term language retention but top down method can be used for quick acquisition by learners such as travelers, as it provides insufficient basis for communication. As a result it can be seen as a matter of the aim of the listening. At the same time its been clearly stated that effective l istening occurs when Top down(meaning to language) and Bottom up (language to meaning) approaches occur together. Appropriate Tasks for effective listening The nature of comprehension is one of the main concerns to think before choosing the listening task Hundred percent correct and objective answers should not be expected form learners during the listening activity as what they understand recall or pay attention to are depend on the factors like their interest background and purpose in listening. ( Sheerin) Complete recall of all the information in an aural text is an unrealistic expectation to which even native speakers are not usually held. Listening exercises should be success-oriented and help students to build up confidence in their listening ability. The aim of the teachers should be making listening in second language (L2) as easy as listening in first language (L1). It is possible to make listening activities more effective by choosing appropriate tasks. Appropriate listening tasks must provide learners with necessary background knowledge and also cultural context when its needed, to make learners memory load less. Listening wi th more language knowledge make learners have more room in work memory to retain all information and make necessary revisions or inferences as they listen(Vandergrift). Listening task become more effective as listeners become more familiar with what they are listening. Tyler (2001) also supported this view by stating: Topic familiar-texts may inhibit the development of bottom up skills. Moreover listening tasks must have a purpose. As different listening tasks require different kinds of listening behaviors, learners need to know the purpose of the listening task to be able to choose the appropriate listening behavior. Shorter is easier to process principle rather than longer texts must be adapted as L2 listeners who can remember what they have heard perform more effectively (Brown). Effective listening materials consists of three parts; Pre listening, While Listening and Post listening and contain activities that link bottom up and top down listening (Field 98). Each part has specif ic aim therefore in an effective listening task; these three parts must be identical. Pre listening stage is used to activate knowledge, make predictions and reviewing key vocabulary. This stage must be used to simulate the appropriate background knowledge and to help learners to identify the purpose of the listening activity. While listening activities focuses on comprehension through exercises whereas Post listening generally involves response to comprehension. They all must be treated equally. All above these one of the main concerns about the listening task is authenticity; whether to provide L2 learners with the real life like listening materials or not. While some researchers support the use of authentic listening materials, others argue. Field suggested the use of authentic materials as they offer examples of hesitation, false start and pause, which characterizes the natural speech. Ur also emphasizes the importance of having listening instruction resemble real-life listening which makes the listener to built a sense of purpose and expectation for listening. These views match with the recent listening materials as its obvious that recent materials are trying to adapt more authentic tasks than before. In spite of these still there are some opponent views of the usage of authentic materials. Namely, Karen suggested that the authenticity might be a goal but not a starting point for learners. And Rosts view supported Karens as he stated that authentic materials are difficult both for learners and teachers and planning is necessary to be able to use them. Teachers must ensure that learners adopt their inference strategies they use in L1 to L2 listening. Using authentic materials are popular and believe to be effective however there is no proof that they are inherently superior to pedagogic recordings. The important thing is to use the one which is effective for learners to get better. Along authenticity discussions, simplicity is yet another concern for rese archers and teachers. Learners, when they are children, initially receive simplified input in learning their first language. There are some advantages of simplified language for L2 learners such as providing greater ease of comprehension for L2 learners and greater initial self competence in protected classroom environment. However it can cause learners to create unrealistic expectations that all L2 should be simple and easy to understand and it may cause to lose self esteem outside the classroom environment when learners cannot understand unsimplified speech. Hence activities must use authentic language without significantly slower or simpler speech than would normally be used in real life. Consequently it can be said that meaningful, interesting listening tasks using ordinary ,unsimplified, second language speech are effective. Importance of support in teaching environment. Importance of support in teaching L2 listening cannot be underestimated. Along appropriate tasks teachers still need to provide support during listening (Sheerin). This support can be in the form of a visual, transcript and/or positive feedback. In real life generally listeners have the opportunity to see the speaker. This supplies cultural information and so enable learners to predict more accurately. Visual aids such as maps, diagrams, pictures, or the images in a video help contextualize the listening input and provide clues to meaning. Moreover visuals reinforce the aural message and focus learners attention on the most important information. They are useful way of setting context which makes the activity more meaningful (Turner). Despite of the arguments about the necessity of them, transcripts are still thought to be other important support for learners. As use of the written record of the tasks are discussed, Sheerin supported the idea of transcript use by saying full and accu rately written transcript is important source of support for learners. It makes learners aware of the fact that they dont have to focus on every single word they hear. When examined Sherrins words carefully it can be clearly seen that use of transcripts not only help learners to improve themselves but also affect learners psychologically. Learners improve their listening if they have opportunity to see the whole text they heard. This enables them to see the use of the words. Moreover they feel that they dont need to afraid of missing some of the words as they listen. Transcript use is a beneficial learning activity which must be provided as a supplementary activity at the end of the listening, after students made some effort. Furthermore easiest and widely use form of support is positive feedback. Positive feedback is very important in listening as it is a demonstrative skill and repeated failure can cause panic and psychological barrier to effective listening. Therefore it must be ensured that positive feedback is provided during the learning process as a mean of support. Strategies and Strategy training Strategies and strategy training are most demanding and discussed issues about teaching effective listening. First of all the definition of the strategy and the distinction between the strategy and sub skill must be understood. Sub skills are competencies which native listeners posses and which non-native listeners need to acquire. Strategies, by contrast, are strictly compensatory. They are already available in L1. The goal in effective listening is to ensure that they are transferred into L2. Moreover strategies defined by Rost as; Some aspects of listening are under conscious control of listener while others are automatic and not under direct control. The conscious aspects of any goal oriented behavior are viewed in psychology as strategies. (Rost) Listening strategies can be thought of the way learners approach and manage the task. The effect of different types of listening strategy was investigated by Rubin (1988) with high school learners of Spanish. The performance of three ex perimental groups was compared with that of two control groups in the comprehension of video. Although not all the hypotheses were confirmed, results demonstrated that the use of some listening strategies can help students work with more difficult material (Vandergrift).Buck suggested two types of listening strategies; cognitive and metacognitive. Cognitive strategies are mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval and metacognitive strategies are those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies. A lot of different researches have been done to find successful strategies. (Buck). As a result of these researches five commonly used successful strategies are defined as; Prediction, Making inferences, Attempting to clarify areas of confusion, Monitoring ones own listening process and Responding to what one has understood( Vandergrift 96,9 8,99). Despite of the fact that there are different strategies available for L2 learners, they often do not approach the listening tasks in the most effective way despite what they may do in their L1 ( Mendelsohn). Therefore it is necessary to help learners to find the correct strategy. With this view, some researchers suggested strategy training. According to Mendelsohn strategies can and must be taught as training students about how to listen leads to improvement in their listening ability. Training effective listening requires identifying ones goals in listening situation and act appropriate skills and strategies for ones listening goals. ( Rost) As learner centered models of L2 instructions became the focus of attention, teachers became the trainers of listening strategies rather than simple providers of comprehensible input.. Learners are made aware of the possible strategies through the use of strategy training and this leads to teaching and learning effective listening.

Human Resources Profession Map (HRPM) Essay

The Human Resources Profession Map (HRPM) was created to explain how HR adds value; it was designed by a collaboration of both specialist and generalists working in the UK and globally across private and public sectors. The HRPM was developed by the CIPD. The design of the HRPM is to be relevant and applicable to HR professionals operating anywhere in the world, all sectors and in organisations of any shape or size. It captures what skills are required for effective and successful HR. There are 4 bands which relate to professional competencies; they define the contribution that professionals make at every stage of their HR career. The key areas of these bands include service and relationship with clients, activities performed by HR, where time is spent and how contribution and success is measured. The band summaries are: Band 1: Support administration and processes, is customer orientated. Band 2: Advises and manages HR issues. Band 3: Lead and consult, addressing key HR change at organisation level. Band 4: Lead and Manage professional areas, developing and delivering HR strategy. The HRPM is made up of 10 professional areas, 2 of these are the core of the map. Diagram? At the very core is â€Å"Insight, Strategy and Solutions†. It is at the core it is awareness of the business and developing actionable insights and solutions. Secondly is â€Å"Leading and Managing the HR Functions†. This is owning and shaping to insight-led leading, including working with financials such as budgeting while managing HR performance. Its design it to meet needs and priorities. The 8 other professional area segments identity the activities and knowledge that are required to provide specialist support, these are applicable not only internally but also externally. Organisational Design: Structure changes, delivering organisational objectives. Organisation Development: Workforce focused for organisational strategic ambitions. Resource and Talent Planning: Focusing on attracting the right people. Learning and Development: Combined commercial and HR expertise to bring value. Performance and Reward: Delivering programmes that recognise and reward. Employee Engagement: Prioritises employment experience  ensuring there needs are met. Employee Relations: Areas such as policies and procedures, employment law. Service Delivery and Information: Ensuring HR delivery is accurate and timely. The outer circle of the HRPM shows the behaviours which describe how activities should be carried out. Curious: Future focused Decisive Thinker: Analyses, understands data to make defend-able decisions Skilled Influencer: Pursues the organisations values Personally Credible: Builds and delivers professionalism. Collaborative: Efficient with a wide range of people Driven to Deliver: Determined and resourceful Courage to Challenge: Confident, speaks up skilfully Role Model: Leads by example In conclusion the HRPM can be used as a tool to identify your immediate and future development needs. 1.2  This section will comment on the professional area â€Å"Employee Relations† within band 2. My role is fundamentally HR. Practising HR in the company I focus on ensuring services I provide are timely and effective by having knowledge to provide excellent customer services. As a band 2 employee my duties include ensuring values and behavioural expectations permeate through the organisations processes, policies and literature. My main focus when dealing with these topics is to get the relevant documentation in order I receive a vast amount of face to face queries and phone calls from all types of employees with a wide range of topics including salary/payroll related queries. I have been with the company nearly 3 years and demonstrate band 2 skills often; I have learnt the evaluation processes and solutions available. This is why I became the key contact for HR. I always start by gathering all the facts and listening to the employee and try to indicate a time frame when I expect to get back to them. If I can’t meet that I will let them know before it reaches that time. I then access resources such as CIPD website, SAGE helpdesk, HMRC and Internet to prepare correctly documentation. When preparing any documentation which would include employment law I have these checked with senior staff although I solely draft these. At band 2 not all the behaviour’s may apply, I would show the following in this professional area: Driven to deliver: Staff issues are  challenging therefore I will investigate these to the best of my ability ensuring the best outcome for the organisation but using empathy to employees. Personally credible: I keep documentation consistent by using standard company templates/formatting as well as making sure they are sent timely and delivering professionalism to both em ployees and company. Courage to Challenge: I have good relationships with senior management and ensure I check my facts so I can challenge things appropriately. 2.1 – 2.3 My role is key for the business I need to be accurate about company policies and systems; I must get it right first time. This has been a huge part of my role recently due to quick expansion which also included a new office. Before this expansion I was the sole administration from day to day operation to HR queries. My aims are the focus of improving our company HR and gaining the tools to make this happen. The expansion included TUPE-ing 10 site workers, I emphasise with their grievances and aim to handle these complaints in constructive ways, It is a good forum to gather ideas which might help improve our procedures. Employees: I deal with various needs, from the early recruitment process, current staff to staff leaving. The main are Payroll related. The focus of my job is ensuring the Payroll is correct, we run 3 separate Payrolls all have complexities like expenses, overtime. By communicating and reminding colleagues when Payroll is running keeps any conflicting needs to a minimu m for other work demands. My main method of communication with the employees is telephone. For issues that need documentation such as salary increases, missed overtime are put in writing and I am strict in not running updates without documentation. I scan anything like this to relevant records. The advantage to phone calls can be normally the employee is away from the team mates and the office is clearer delivery about any issues. The disadvantage to phone calls is you can’t always get the best feeling for a sensitive situation without reading the body language. Candidates: Recruitment is usually relatively steady; however the last 7 months recruitment was/is busy. The workforce has doubled. The main method of communication within recruitment is phone calls and SMS messages, due to the industry we operate applicants won’t tend to be around email. My phone number is the source for all recruitment enquiries. I need to be sensible with my time as phone calls can take a lot of time out  the day if not planned properly. For example should I be setting up an interview I use a pre written SMS/text messaged so I add candidate information and send. This reduces long phone calls and candidates respond well to a message with all the information they need. To internal staff I run a HR calendar on outlook add any appointments send interviews to all relevant team leaders/office managers with reminders. It allows me to inform multiple people quickly making better use of my time. All team leaders/supervisors operate Smart Phones allowing this to be a tool that I can use well do to this. As my role involves many areas I budget my time accordingly to be as cost effective as possible. This is something I have learnt to be aware of while working for a small company. I also take advantage of any cost effective resources such as the Job Centre w ebsite. The advantages to phone calls are you get a better understanding of the person and can getter a better understanding of their job background to ensure they correct interviewer performs the interview. The disadvantage to phone calls can be during recruitment periods my day can be very disruptive to me so I try and pre plan for these occasions. Directors: There are two directors with the company, one is operational and the other is more financial/back office. Both of them have equally important demanding tasks which I have to balance my time around. I keep both directors informed with tasks I am dealing with mainly by email. I have weekly meetings with a director, this is the place I address more complex HR issues. For a disciplinary issue I can get the best understanding of the facts as it will be a face to face conversation The advantage to meetings is they are open conversations so I can prepare all HR documentation accordingly and with all the facts. I can take documents I have prepared to these meetings, in order to check the director is happy and that any legal requirements are covered. I learn how the documents requirements are discussing these face to face. The disadvantage can me sometimes you can’t address important issues untill it is time for a weekly meeting.

Transpiration Lab Write Up

Transpiration Lab Write Up Purpose/Question: How do environmental factors affect the transpiration process in plants? Research: Transpiration is the process by which moisture is carried through plants from roots to small pores on the underside of leaves, where it changes to vapor and is released to the atmosphere. Transpiration is essentially evaporation of water from plant leaves. It occurs chiefly at the leaves while their stomata are open for the passage of CO2 and O2 during photosynthesis. Transpiration is not simply a hazard of plant life.It is the â€Å"engine† that pulls water up from the roots to supply photosynthesis (1%-2% of the total), bring minerals from the roots for biosynthesis within the leaf, and cool the leaf. There are four different conditions that affect transpiration. They are wind, humidity, heat, and light. These four conditions may change rate of water loss through transpiration by either losing more water, or less. Plants have adapted to create the C 4, and CAM pathway. In the both pathway the plant takes CO2 and stored.Since CO2 can be taken up and stored for later use in photosynthesis, the plant reduces water loss by having less stomata open during the day since most of its needed CO2 has already been taken up at night. With the abundance of CO2 stored, the plant can then use the stored CO2 for photosynthesis and reducing photorespiration by reducing or completely eliminating accidental O2 uptake. Materials: 1) 5 small plants 2) Fish tank 3) Water spray bottle 4) Water 5) Heat lamp 6) Fan 7) Regular lamp 8) Mass weighter ) Place to record weight Procedure: Place Lamp, Heat lamp, fan, and fish tank in different areas where they won’t affect the other. Spray the fish tank with water and to make a humid environment and keep spraying everyday to ensure the tank is wet. Water all of your plants. Weigh all the plants on the original day, Monday, and record the weight. Place a plant in every condition. With the extra plant, p lace it in an area without a specific condition to use as a control plant. Do not water the plants the rest of the week.Every day, weigh the plants and record its water loss for every plant. At the end of the week, create a chart for the amount of water loss and compare with the control plant. Data Table: Days | Monday| Tuesday| Wednesday| Thursday| Friday| Windy| 108. 2mg| 101. 1mg| 94. 1mg| 89. 7mg| 81. 7mg| Humidity| 103. 8mg| 103. 4mg| 103. 4mg| 103. 4mg| 103. 1mg| Light| 118. 8mg| 112. 1mg| 105. 0mg| 98. 4mg| 92. 9mg| Heat| 104. 3mg| 95. 8mg| 86. 8mg| 78. 7mg| 70. 1mg| Control| 115. 3mg| 115. 3mg| 115. 3mg| 115. 3mg| 115. 3mg| Analysis: Conclusion:Environmental factors, such as heat, humidity, light and wind, affect the rate of transpiration by making the plant loose either more or less water. In conditions such as wind, when there is no breeze, the air surrounding a leaf becomes increasingly humid thus reducing the rate of transpiration. When a breeze is present, the humid air is carried away and replaced by drier air. The opposite of that is the humidity where the plant lost very little water. It lost very little water because its environment was wet, so the plant did not need to diffuse much water.In heat, the air was hot and dry, so the plant lost water because it’s surrounding needed water to cool it down. Plants transpire more rapidly at higher temperatures because water evaporates more rapidly as the temperature rises. At 30 °C, a leaf may transpire three times as fast as it does at 20 °C. Finally, light lost a steady amount of water because plants transpire more rapidly in the light than in the dark. This is largely because light stimulates the opening of the stomata (mechanism). Light also speeds up transpiration by warming the leaf.I expected these results because it makes sense and I researched before completing the experiment. Some avoidable errors that could have happened would be accidentally splashing water on a plant or putting the conditions too close together. Some unavoidable errors could be the weather outside. Even if the experiment is conducted inside, the hot summer air or cold winter air could drift in the room, affecting the plants transpiration rate. Some further investigations I would make are things such as whether the type of plant affects the rate, or if the type of heat lamp or fan will change the results as well.

The Holocaust Of Auschwitz, Buchenwald, And Treblinka

Auschwitz, Buchenwald, and Treblinka are just a few of the names that evoke nightmares of the Holocaust. The death and suffering at concentration camps like these were greater than any before endured. Elie Wiesel had been one of the most devout Jewish children prior to the start of the Holocaust. However, the Holocaust created a void in the souls of many of those that survived, one of which was Elie. During his experience in the concentration camps, Elie waited for God to intervene and save his people. When God did not intervene Elie began to doubt God and His mercy. He began to accuse God of cruelty against the Jewish people. After the Holocaust was over, Elie had to reevaluate the role of God in his life. He could be forgiving of God and†¦show more content†¦Although, God did not save Elie and his people from the truth about the rumors. As such, they were carted off to the concentration camps like cattle. In the camps, Elie’s faith was not shaken immediately even th ough he was quickly exposed to many atrocities. People around him took the evil as a punishment for some unknown crime the Jewish people had committed before God. In the face of all the suffering, Elie noted a feeling of guilt for those in his camps because of how they did not protest and fight back as much as he believed they could have. Others that did not feel as guilty believed that God had a good reason for punishing the Jews. They thought it must be a test, â€Å"God is testing us. He wants to find out whether we can dominate our base instincts and kill the Satan within us. We have no right to despair. And if he punishes us relentlessly, it s a sign that he loves us all the more† (Wiesel, 42). The faith of the Jewish people helped to delay the revolution that might have erupted in the camps. The younger people felt it would be better to die fighting than to go like lambs to the slaughter. 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