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Developing Listening Comprehension in English Language Learners

Price

Developing Listening Comprehension in English Language Learners

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know
Year End Special - $199

(Valid through December 31, 2014)

All 3 Credit Courses

3 – Credit Course/ 45 Hours

Use the following promo code at checkout:

YearEndSpecial2014


CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.


Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.

Course Objectives: Participants will

  • Create pre-listening, while-listening, and after-listening (or post-listening) activities to build comprehension of spoken English, to help their students go through the steps that first language and second language listeners go through when they try to comprehend incoming information.
  • Use the five language-teaching approaches (grammar-translation; direct method; audio-lingual, communicative language teaching, and task-based approach) and identify how the teaching of listening is (or is not) incorporated into these approaches.
  • Create bottom-up, top-down, and interactive listening goals, and translate them into classroom activities and lessons appropriate for beginning, intermediate and advanced level learners. Participants will be able to use intensive, responsive, and selective kinds of listening activities for the word level, sentence level, and for mini-talks and conversations.
  • Create discrete-response tests of phonemic discrimination, paraphrase recognition, and response evaluation, with a cognitive understanding of the critical issues in testing and the purpose of the listening test to define the kind of test that will be created and used.
Syllabus
  • Course:
    Developing Listening Comprehension in English Language Learners
  • Prerequisites:
    None
  • Number of credits:
    3
  • Number of hours:
    45

Course Description:

This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.

Course Objectives:

  • Create pre-listening, while-listening, and after-listening (or post-listening) activities to build comprehension of spoken English, to help their students go through the steps that first language and second language listeners go through when they try to comprehend incoming information.
  • Use the five language-teaching approaches (grammar-translation; direct method; audio-lingual, communicative language teaching, and task-based approach) and identify how the teaching of listening is (or is not) incorporated into these approaches.
  • Create bottom-up, top-down, and interactive listening goals, and translate them into classroom activities and lessons appropriate for beginning, intermediate and advanced level learners. Participants will be able to use intensive, responsive, and selective kinds of listening activities for the word level, sentence level, and for mini-talks and conversations.
  • Create discrete-response tests of phonemic discrimination, paraphrase recognition, and response evaluation, with a cognitive understanding of the critical issues in testing and the purpose of the listening test to define the kind of test that will be created and used

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include reflective journal exercises, short answers that are reviewed by a moderator, quizzes, and observation and analysis of lessons. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a The Iimportance of Teaching Listening Comprehension in L2 Learning
    • 1.b The Role of Listening in L1 and L2 Learning
    • 1.c Understanding spoken English
    • 1.d Helping students understand spoken English: What teachers need to do
    • 1.e Reading and listening
    • 1f. Supplementary Material
  • Lesson 2
    • 2.a Listening Situations: Why we listen and to whom
    • 2.b Types of Listening
    • 2.c Processing Spoken English
    • 2.d Understanding Spoken English: bottom-up and top-down processing
    • 2.e Exercises to practice bottom-up listening processes
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a Teaching English to speakers of other languages: approaches, methods, and techniques
    • 3.b The grammar-translation approach
    • 3.c The direct method
    • 3.d The audio-lingual approach
    • 3.e Alternative approaches
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a The Factors Affecting Listening Comprehension
    • 4.b Factors inside the head of the listener
    • 4.c Factors outside the head of the listener
    • 4.d Internal factors particular to L2 listeners
    • 4.e External factors in the message
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a "Real-life" listening situations
    • 5.b What does real-life listening sound like?
    • 5.c Establishing a purpose for listening
    • 5.d Setting goals or tasks for teaching listening
    • 5.e Figuring out listener functions and responses
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a The product approach to teaching listening
    • 6.b Product versus process models of teaching listening skills
    • 6.c Listening texts/input, listening functions/tasks, and listening content
    • 6.d Listening texts and contents
    • 6.e Selecting texts, tasks, and contents for listening practice and skill development: The multiple decisions teachers must make
    • 6.f Supplementary Material
  • Lesson 7: Curricular Integration- Graph Comparison
    • 7.a Bottom-up, top-down, and interactive listening activities
    • 7.b Bottom-up beginning-level listening exercises
    • 7.c Top-down beginning-level listening exercises
    • 7.d Interactive beginning-level listening exercises
    • 7.e Creating or using a story line for beginning level learners & recursive listening
    • 7.f Supplementary Material
  • Lesson 8: Curricular Integration- Measuring Tools
    • 8.a Who is an intermediate level learner? What kinds of listening texts and tasks will help them?
    • 8.b Bottom-up listening exercises for intermediate-level learners
    • 8.c Top-down listening exercises for intermediate-level learners
    • 8.d Interactive listening exercises for intermediate-level learners
    • 8.e Listening and speaking English
    • 8.f Supplementary Material
  • Lesson 9: Curricular Integration- Recording a Process
    • 9.a Teaching advanced-level learners of English as a foreign language
    • 9.b Bottom-up goals and activities for advanced-level learners
    • 9.c Top-down listening goals and exercises for advanced level learners
    • 9.d An interactive activity for advanced-level learners
    • 9.e Who is an advanced-level foreign language speaker?
    • 9.f Supplementary Material
  • Lesson 10: Curricular Integration- Word Families II
    • 10.a Issues of validity and reliability of a test
    • 10.b What kind of listening test do we want to make and use?
    • 10.c Creating the test: Collaborative or non-collaborative listening?
    • 10.d Forms of listening tests: The discrete-response test form
    • 10.e Additional kinds of discrete-point listening tests: Paraphrase recognition and Response evaluation
    • 10.f Supplementary Material
  • Lesson 11: Curricular Integration - Vocabulary
    • 11.a Integrative tests of listening comprehension
    • 11.b Standardized tests of listening comprehension
    • 11.c Computers in language testing
    • 11.d Advantages of using computers in language testing
    • 11.e To computer test or not to computer test? That is the question!
  • Lesson 12: Curricular Integration- Create and Implement Your Own Lesson
    • 12.a Interventions and Approaches
    • 12.b Providing helpful computer-based interventions
    • 12.c “High-tech” intervention to teaching listening
    • 12.d High, low, or no technology: the teacher as key to opening the door to learning
    • 12.e Research: Investigating the process and product of teaching/learning English-listening
    • 12.f Supplementary Material
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

1.888.263.9980

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits
   45 hours = 3 semester credits
   30 hours = 2 semester credits
   15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Why Chose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff