>> Listening is not a vocabulary or reading class.
Do not give students list of vocabulary
or the transcribed text before or after listening
that is something, uh huh?
>> I think that is kind of questionable.
>> Questionable, Ok, why is it questionable?
That is something as a belief and many in the field I come
from in Arabic, many of my colleagues before they go
to listening, go to reading, they give the students a list 00:00:36.110 of vocabulary, like 10, 15 vocabulary items
with translation and I say why are you doing this.
So they understand, is the purpose
of this listening activity to teach vocabulary,
if it is to teach vocabulary
that is not really developing listening strategies.
I do accept that sometimes there is a key word,
one or two key words that are very important, Ok, 00:01:04.720 but if you give me something where you need 10 or 15 items to understand, 00:01:07.050 or 20 vocabulary items to understand,
it means that the text or the task you are is not appropriate
for the level of the students.
The basically if you are going to give them,
this is vocabulary, you can do vocabulary,
teach then vocabulary, post.
After we listen, let's take some vocabulary items and work
on them and highlight them, I have no issues with that,
but I am talking before.
Let the students, would the students be able to,
don't deprive the student of the chance
to guess things from the context.
Don't deprive the students of developing strategies
to guess the meaning of vocabulary from context.
Don't deprive the students of the chance to learn
from each other in class, without me,
Mahmoud preempting and giving you the.
So these are some of the things, we will go back to the question.
Why would that be?
>> Well I can understand before listening you are not supposed
to give the students a lot of vocabulary, but after listening,
I mean the whole activity is over, all of my students,
they will ask for the transcript text, no exceptions.
>> Ok that is very nice, because my students don't ask now,
because they know this is a losing battle.
My reluctance to do that is because I am a firm believer
that listening and the developing
of the listening skills come through the ear
and not through the eye.
Ok this was a listening text, this existed,
this text I am using was a listening text,
it is a news broadcast or it is the weather broadcast
or it is...
I think it is important for the students to be able
to engage the text multiple times, which means that we have
to utilize technology to allow us to do that
and I will be demonstrating that, so if you want
to reproduce the text, if you have to have a transcript
of the text, go listen to it and write it down yourself.
That is what I tell them and I do give them exercises
where they have to do dictation.
I tell them ok I want you to go listen to this part
and I can give them some parts of the texts,
but there are many holes and you can fill that
or sometimes I ask them go and write down word
by word what you hear.
Again, this is working on the bottom up,
but I am very reluctant to give them the transcribed text.