Good at listening word

good at listening — перевод на русский

These examples may contain rude words based on your search.

These examples may contain colloquial words based on your search.

уметь слушать

хорошо слушать

хорошо слушают

хорошо слушаете

In general, people are great at speaking, but not so good at listening.

наоборот, человек может достаточно хорошо говорить, но совершенно не уметь слушать

You’re supposed to be good at listening.

Instead, they built on the resources they had — middle-aged women who were good at listening.

Вместо этого они использовали ресурс, который у них был — женщин среднего возраста, которые умели хорошо слушать.

He gives advice, and he is good at listening.

Children are very good at listening to their body’s hunger and fullness signals.

Дети очень хорошо слушают сигналы своего организма на предмет их голода или сытости.

Young children are good at listening to their bodies.

Look, I’m not good at listening.

«I am good at listening to others».

I’m good at listening to my kids.

I believe a good spokesperson is not who speaks well, but one who is good at listening.

Хороший собеседник не тот, кто хорошо говорит, а тот, кто умеет хорошо слушать.

You may however underestimate your skills and abilities and be afraid or put off about letting others know that you are good at listening and learning and can turn your hand to most tasks.

Однако вы можете недооценивать свои навыки и способности и бояться или откладывать на то, чтобы сообщить другим, что вы умеете слушать и учиться, и можете обратиться к большинству задач.

Kenneth Rogoff: As the United States’ epic financial crisis continues to unfold; one can only wish that US policymakers were half as good at listening to advice from developing countries as they are at giving it.

Кембридж — По мере дальнейшего развития грандиозного финансового кризиса в Соединённых Штатах можно только мечтать о том, чтобы политики США могли бы хоть наполовину также хорошо слушать советы развивающихся стран, как они умеют их давать.

Be a great listener: If you’re good at listening to others, you’ll become much better at relating to them, which means that you’ll have a stronger relationship faster.

Будьте хорошим слушателем: Если вы умеете слушать других, ваши отношения с людьми улучшатся, что означает, что крепкие связи будут образовываться куда быстрее.

Great leaders are good at listening.

Managers aren’t good at listening

We’re not very good at listening to stories.

Example: I am good at listening to people.

Throughout his long career, he had always considered himself highly democratic and good at listening.

В ходе своей политической карьеры он всегда выглядел невероятно демократично и доступно.

She’s also very good at listening to mom and dad.

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Expression index: 1-400, 401-800, 801-1200

Phrase index: 1-400, 401-800, 801-1200

Presentation on theme: «Good at listening or good at listening tests?»— Presentation transcript:

1

Good at listening or good at listening tests?
Dr John Field CRELLA, University of Bedfordshire, UK Faculty of Education, Cambridge University ANUPI Huatulco

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this talk as part of their Professional Development programme
With thanks to Oxford University Press for supporting this talk as part of their Professional Development programme

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Building bridges: research into practice
Action research Teacher investigates own practice Academic research into ELT / SLA Methodology Learner performance / development Applying research from other domains General education – Discourse analysis – pragmatics Sociology – Psycholinguistics – Social psychology Phonetics and phonology – vocabulary studies Professional Development

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Building bridges: research into practice
Action research Teacher investigates own practice Academic research into ELT / SLA Methodology Learner performance / development Applying research from other domains General education – Discourse analysis – pragmatics Sociology – Psycholinguistics –Social psychology Phonetics and phonology – vocabulary studies Professional Development

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A cognitive approach to testing listening
Good at listening or …? A cognitive approach to testing listening What learners tell us about listening tests What is listening? Recent developments in the testing of L2 listening Professional Development

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A cognitive approach

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Listening: where teaching and testing merge
Listening is a process taking place in the mind of the listener. The only way we can find out if understanding has occurred is indirectly, by asking questions. This applies to checking understanding in the classroom as well as to designing tests. So what follows has implications for teachers as well as testers. Professional Development

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The need for a cognitive approach
There is a new interest among testers in what goes on in the mind of the test taker. We need to know whether high-stakes test actually test what they claim to test. Can a listening test, for example, accurately predict the ability of a test taker to study at an English medium university? Work in the health service? Survive as an immigrant? At a local level, we need to use tests to diagnose learner problems so that the tests can feed into learning. This is especially true of listening.

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Cognitive validity asks…
Does a test elicit from test takers the kind of process that they would use in a real-world context? In the case of listening, are we testing the kinds of process that listeners would actually use ? Or do the recordings and formats that we use lead test takers to behave differently from the way they would in real life?

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Two possible research approaches
A. Ask learners to report on the processes they adopted when taking a test (e.g. by explaining how they got their answers) B. Use a model of listening that is supported by evidence from psychology. Match the processes produced by a test against the model.

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Listening to listeners

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Listening and reporting
A listening passage is paused after about every third (every 70 secs out of 3.5 mins.). Learners report their answers for this section Learner explain why they gave the answer. After a short piece of listening, learners’ recall is fresh and accurate. Answers serve as triggers to memory. Professional Development

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1 What learners tell us 1 You will hear a talk by a man called Tom about the advantages and disadvantages of golf courses. Question 13:Tom suggests that golf courses could also be used as ……….. (Source Cambridge CAE: past test) Professional Development

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What learners tell us 1 Question: Tom suggests that golf courses could also be used as NATURE RESERVES’ (30) S: number 13 is I’m not sure but um + he said ‘crack’ R: you heard the word ‘crack’? S: crack …but I don’t know the meaning of ‘crack’ R: er you know it seemed to be an important word S: yes I think so R: ok + how did you spell ‘crack’ if if you don’t know the S: c-r-a-c-k R: right so you guessed the spelling did you? S: I guess yes Most importantly, courses should be designed to attract rather than drive away wildlife. Professional Development

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Conclusion: learner behaviour
Learners sometimes simply listen out for prominent words – even if they do not understand them. This is partly a reflection of their level. At level B1 and below, listeners are very dependent upon picking up salient words rather than chunks or whole utterances. But this tendency is increased by the use of gap filling tasks, which focus attention at word level. Professional Development

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What learners tell us 2 R: is there anything that you heard that helped you? S: I have the problem about that because I am concentrate on the two of the questions so …I didn’t realise R: so S: his his + he’s already go to the 9 R: right ok so you were still listening out for number 8 S: yeah and number 7 R: so that’s why you missed number 9 S: yes actually it’s a lot of problem about how to know where he’s talking Professional Development

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Drawbacks It is common practice to pre-set questions so as to ensure focused listening. Most conventional methods anticipate in writing information that is going to occur in the recording. Learners form predictions which may shape their listening It is a convention that questions follow the same order as the recording Learners often listen out for an answer to Q1; miss it and as a result miss the answer to Q2 as well

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What a conventional set of test items provides for free
The items in (e.g.) a gap-filling task potentially provide a candidate with: A summary of what the recording covers A set of gapped sentences that follow the sequence of the recording Key words with which to locate information Sequences which may echo the wording of the recording or the order of words

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What is listening?

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Expert listening (Field 2008)
Speech signal Words Decoding Meaning Word search Parsing Meaning construction Discourse construction 20 Professional Development

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How close to real–life input?
and the recording Decoding Word search Parsing Professional Development for IATEFL 2013

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The recording (vs real-world input)
Scripted (even semi-authentic) recordings bear little resemblance to natural everyday English Actors mark commas and full stops There are no hesitations and false starts Utterances are quite long and regular in rhythm Voices do not overlap Test setters sometimes put in distractors – making the recording much more informationally dense than a natural piece of speech would be.

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Extending listening practice
It is critical to maximise the exposure of learners to spoken L2 sources – ideally authentic ones Thanks to the internet, there is now a wide range of potential L2 listening materials which can be downloaded and disseminated in MP3 form for: Classroom practice Listening homework Self-study at home Study centres Listening for pleasure

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How close to a real–life task?
and the task Decoding Word search Parsing Professional Development

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Evaluating a task: multiple choice
You hear an explorer talking about a journey he’s making. How will he travel once he is across the river? A. by motor vehicle B. on horseback C. on foot (FCE Handbook, 2008: 60)

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Recording 1 (FCE Sample Test 1:1)
The engine’s full of water at the moment, it’s very doubtful if any of the trucks can get across the river in this weather. The alternative is to carry all the stuff across using the old footbridge, which is perfectly possible …and then use horses rather than trucks for the rest of the trip all the way instead of just the last 10 or 15 kilometres as was our original intention. We can always pick up the vehicles again on the way down…

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Recording 1 (FCE Sample Test 1:1)
The engine’s full of water at the moment, it’s very doubtful if any of the trucks can get across the river in this weather. The alternative is to carry all the stuff across using the old footbridge, which is perfectly possible …and then use horses rather than trucks for the rest of the trip all the way instead of just the last 10 or 15 kilometres as was our original intention. We can always pick up the vehicles again on the way down…

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Conclusion Conventional formats require the listener to:
Map from written information to spoken Eliminate negative possibilities as well as identify positive ones (esp with MCQ and T/F) Read and write as well as listen (esp gap filling) Engage in complex logistical tasks which take us well beyond listening (esp. multiple matching)

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Some solutions Provide items after a first playing of the recording and before a second. This ensures more natural listening, without preconceptions or advance information other than general context. Keep items short. Loading difficulty on to items (especially MCQ ones) just biases the test in favour of reading rather than listening. Items should not echo words in the recording Some tasks (e.g. multiple matching) allow items to ignore the order of the recording and to focus on global meaning rather than local detail.

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The listening / reading conflict
It is important to ensure that a task really practises listening and is not too dependent upon reading. Visual tasks avoid the problem – but are limited in the complexity of what they can show Multiple-choice questions make very heavy reading demands. The learner needs to discriminate finely between options and to hold the options n the mind. Gap filling makes multiple demands – reading, writing and listening. Solution: Keep questions short or rely on oral questions.

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Reducing the reading load (Oxford Test of English B level)
Prices and time 0 Tickets cost A £6.50 B £8.50 C £ The trip is on A Friday B Saturday C Sunday 2 The coach leaves school at A 8.30 B 9.30 C At the film studio 3 We’ll see actors performing in A a comedy B a drama C a thriller 4 We’ll have the chance to A use the cameras B talk to actors C try on clothes 5 Visitors can’t take into the studios A bags B phones C sandwiches

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Does a given test represent all levels of listening?
Speech signal Words Decoding Meaning Word search Parsing Meaning construction Discourse construction 32 Professional Development

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Higher levels of listening
Meaning construction (= context). Take a bare fact and relate it to what was said before Interpret the attitude or intentions of the speaker Bring in world knowledge or knowledge of the speaker Discourse construction Link pieces of information together Identify main and minor points Report the line of argument or overall main point Professional Development for IATEFL 2013

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Targets An item in a test can target any of these levels: Decoding:
She caught the (a) (b) (c) (d) 5.50 train. Lexical search: She went to London by ……. Factual information: Where did she go and how? Meaning construction: Was she keen on going by train? Discourse construction. What was the main point made by the speaker?

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Targeting levels of listening
In theory, a good test should target all levels of listening in order to provide a complete picture of the test taker’s command of all the relevant processes. In practice, higher levels of listening may be too demanding in the early stages of L2 study. Novice listeners focus quite heavily on word-level decoding, which does not leave them enough spare attention to give to wider meaning. It is therefore appropriate to focus mainly on factual information.

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Question focus Test formats often focus narrowly on one level of listening. Gap-filling items tend to focus on word recognition Items in other task types tend to focus on facts. At higher levels of L2 knowledge, questions rarely tap into more complex levels of listening: What are the speaker’s intentions or attitude? What is the overall main point or points? What is the line of argument that links the facts? What can we infer that the speaker did not say? What will the speaker go on to say?

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Spread of targets

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The inflexibility of high stakes tests
Large scale high-stakes tests have major constraints which prevent them from testing listening in a way that fully represents the skill. Reliability and ease of marking Highly controlled test methods, using traditional formats that the candidate knows Little attention possible to individual variation or alternative answers

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Solutions for local testers
Ask questions at discourse level: What is the main point of the recording? / Give three main points. What is the connection between Point A and Point B? Complete a skeleton summary of the text with main points and sub-points Ask learners to compare two recordings for similarities and differences Ask learners to summarise a recording orally or in the form of notes (in L1 or L2)

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Recent developments in the testing of L2 listening

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Middle and low-stakes tests
Test providers have recently begin to offer middle- and low-stakes tests. These tests can be much more flexible because they are not bound by some of the limitations of high-stakes tests. They can be used as Entry tests Progress tests End of course tests Professional selection tests Diagnostic tests (useful in listening)

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OTE Level B listening specifications
1 5 short monologues 5 MCQ visual Specific information 2 Longer monologue Note completion 5 MCQ items 3 option Specific information 3 Longer dialogue (speaker opinion) 5 MM items Stated opinion implied meaning 4 5 short monologues / dialogues attitude/feeling/opinion gist function/reason/purpose speaker relationship topic type/genre

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Oxford Test of English — multiple matching: opinion
You will hear two students talking about a local history project they are doing at college. Match the opinion to the person who says it. Choose the correct answer (the woman, the man, or both) for each statement (1–5). There is one example (0). 0 It would be a good idea to check the research topics with the teacher. 1 The project will be improved by researching what local people did in the past. 2 Preparing questions for the interviews will be useful. 3 It is advisable to interview some extra people. 4 The best people to interview are family members. 5 People who are interviewed should get a copy of the project.

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Advantages of this kind of task
Items do not need to follow the order of the recording Items can test opinion – main point – fact – inference etc Items minimise the reading load.

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Meaning level questions (OTE B Level)
1. A man and a woman are talking about a concert they have just seen. What did the woman think of the concert? A The music was too loud. B The tickets were too expensive. C The stage was too far away. 2. A woman and her son are in a newsagent’s at the airport. Which magazine do they choose? A a football magazine B a computer magazine C a politics magazine 3. Two friends are talking on the phone. What is the man’s job? A a receptionist B a chef C a waiter 4 A man is leaving a voic message for his friend. Why? A to complain B to apologize C to suggest something 5. Two friends are talking about a new computer game. What is the boy’s opinion of the game? A. Not good value. B Not challenging. Not original.

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Computer delivery Many test boards offer computer delivered versions of their tests. Unfortunately, they do not always take advantage of the new possibilities that computer delivery offers. In the case of listening, these include: Improved audio perception through individual headphones The possibility of delivering the questions after the first listening. This means that the first listening is much more natural and not unduly influenced by seeking answers. Thanks to an adaptive algorithm, the level of each question presented to the test taker can be based on their success in answering the previous question, so most questions are pitched at the approximate ability of the test taker.

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References Field, J. (2008) Listening in the Language Classroom. Cambridge: CUP Field, J. (2009). The cognitive validity of the lecture listening section of the IELTS listening paper. IELTS Research Reports 9, Cambridge Field, J. (2013) Cognitive validity. In Geranpayeh, A. & Taylor, L. (eds.) Examining Listening. Cambridge: Cambridge University Press Oxford Test of English:

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Thanks for listening!

Если мы в чем-то хороши или плохи, мы будем хвастаться этим на английском, используя предлог «at». Поэтому мы будем говорить, что мы good at или bad at something.

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Как хорошо владеть английскими предлогами?

Английские предлоги — очень интересная тема, так как в них нет никакой логики!

Почему в русском языке мы должны говорить, что ты хорош «в» английском? Разве не логичнее было бы сказать, что вы хорошо владеете английским ,«на» английском или «в» английском?

Англичане решили, что они предпочитают быть хорошими «при» чем-то и поэтому не используют предлог «from», а «at» (при). Вот как-то так.

И когда мы говорим на английском, мы всегда должны помнить об этом!

На самом деле, лучше вообще не заморачиваться с правилами, а повторять целые предложения на английском! Таким образом, вы автоматически научитесь говорить по-английски правильно, вместо того, чтобы думать над каждым предложением!

Поэтому давайте лучше посмотрим, как это будет выглядеть на конкретных примерах.

to be bad at something

Something означает «что-то». Иногда в учебниках английского языка можно встретить сокращение sth. Таким образом, to be bad at sth означает «быть плохим в чем-либо».

Однако, в вежливой Англии, мы редко будем грубо говорить, что кто-то в чем-то плох. Если только в шутку или по незначительному поводу:

• Tom is bad at singing.

(Том плохо поет .)

• She is very bad at cooking.

(Она очень плохо готовит.)

• You are bad at planning.

(Вы плохи в планировании.)

not bad at

В то время как not bad at (неплох) по сути означает то же самое, что и good at (хорош).

• I’m not bad at languages.

(«Я неплох в языках», — сказал один известный полиглот).

to be good at something

Однако в английской культуре, мы гораздо чаще видим похвалу.

• She is very good at English.

(Она очень хорошо знает английский.)

• Is she good at dancing?

(Хороша ли она в танцах? или «хорошо ли она танцует?»).

• He isn’t very good at driving.

(Он не очень хорошо водит машину).

• We’re good at having fun!

(Мы умеем хорошо развлекаться!).

• I’m not very good at PE.

(Я не очень хорош в физкультуре).

• That girl is quite good at football.

(Эта девушка, в целом, неплохо играет в футбол).

Или, как поет (или, скорее, воет) Sam Smith:

• I’m way too good at goodbyes.

(Я слишком хорошо умею прощаться).

clever at something

Если вы хотите произвести впечатление, вместо good at something (хорош в чем-то), можете также сказать clever at something (в чем-то умен).

В основном они означают одно и то же ¹, например:

• She is clever at English.

(Она хороша в английском.)

• He is very clever at painting.

(Он очень хорошо рисует.)

А что между ?

Помимо отрицания «no good» (должно быть not good), как не совсем правильно поет Amy Winehouse в песне выше, наши good at и bad at мы также можем изменять наречиями.

Я бы сказал, что шкала (по возрастанию) выглядит следующим образом:

• fairly (достаточно),
• reasonably (разумно ),
• quite (достаточно),
• pretty («хорошо»),
• very (очень),
• extremely (чрезвычайно ).

Например:

• She’s extremely good at listening, very good at reading, quite good at writing and fairly good at speaking.

Good enough

Если что-то «достаточно хорошо», мы скажем:

• She’s good enough at climbing to try a higher mountain.

(Она достаточно хороша в скалолазании, чтобы попробовать забраться на более высокую гору).

Хотя эта фраза обычно используется с not:

• Я чувствую, что я недостаточно хорош в чем-либо…

(Мне кажется, что я ни в чем не достаточно хороша…).

Как хорошо владеть английским?

Ну, если хочешь слышать «You’re good at English!» все чаще и чаще, тебе нужно еще немного подтянуть свой английский (поскольку ты читаешь пост для начинающих).

Однако даже самый длинный путь всегда начинается с первого шага!

Просто запишитесь на крутые курсы английского языка, и вы не успеете оглянуться, как будете говорить как коренной англичанин!

Конечно, я рекомендую курс английского языка Speakingo, потому что этот практический курс английского языка научит правильно говорить, что обычно является нашей самой большой проблемой. И что интересно, вы учитесь, когда хотите и сколько хотите, совершенно без стресса, потому что здесь вы разговариваете со своим телефоном или компьютером, который вас понимает, хвалит и поправляет, если нужно.

Такое обучение не только быстрое и эффективное, но и простое и забавное!

Лучше всего зарегистрироваться и попробовать бесплатно в течение недели, чтобы понять, подходит ли тебе такой метод изучения английского языка!

Хорошо ли у тебя получается использовать такие слова, как good и bad at?

Если у тебя есть вопросы, не стесняйся задавать их в комментариях!

Subject + be verb + good at + noun…

• She is good at math.
• He is good at art.
• They are good at baseball.
• Mark is good at everything.
• Tina is good at computer programming.

We can also use gerunds.

Subject + be verb + good at + gerund…

• She is good at skating.
• We are good at working together.
• He is good at debating.
• Stacy and Jane are good at designing clothes.
• They are good at cooking Italian food.

We can add adverbs before “good” to add more feeling or detail.

• I am very good at drawing.
• She’s pretty good at Jiujitsu.
• They’re kind of good at negotiating.
• Paula is extremely good at bowling.
• Ben is unbelievably good at persuading other people.

We can make a negative sentence by using “not good at”.

• He is not good at baseball.
• She isn’t good at cooking.
• I’m not good at giving presentations.

If we use the expression “not great at”, then this means that we are okay at doing something. Our skill level is average.

• I am not great at singing, but I am okay.
• She is not great at expressing her feelings.
• We are not great at working together.

Bonus Tips and Points

1. We can replace the word “good” with any similar word.

• She is excellent at persuading others.
• He is great at golf.
• They are amazing at dancing.
• She is fantastic at dealing with angry customers.
• He is skilled at giving presentations.
• She is wonderful at dealing with children.

2. We can also use the word “okay” or “not bad at” to show an average skill or ability.

• She is okay at singing.
• I am okay at dancing.
• They are not bad at writing.
• He is not bad at English.

3. Here are some examples of questions.

• Are you good at painting?
• Are you good at boxing?
• Is he good at his job?
• Is she good at public speaking?
• Are they good at working with others?
• What are you good at?
• How are you so good at English?

Real-World English Conversations

A) Are you good at English?
B) Not really. I am just okay at English, but my sister is amazing at English.
A) Could she help me prepare for my test?
B) She would if you paid her.

A) What are you good at?
B) I don’t think I am good at anything.
A) Come on. Everybody is good at something.
B) I guess I am good at cooking.

A) Is she good at her job?
B) Yes. She is very good. She might be the best salesperson in our company.

Use these free English lessons to learn the most common sentence patterns in the English language. If you learn these sentences and questions, it will help you speak English well. Study the lessons thoroughly, practice making your own sentences, and come back to review often. If you do these three steps, your English speaking will improve quickly and you will be able to have natural English conversations.

English Sentence Patterns for Speaking Index