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This refers to the use of background knowledge in understanding the meaning of the message. In contrast, when listening to the directions to a party, understanding the exact words is likely to be more important – if you want to get there without incident, that is!The way you listened to the holiday anecdote could be characterised as top-down listening. We are a fun and full-menu restaurant that gives you a reason to go out.How do you listen in each case? Are there any differences? With the holiday anecdote, your main concern was probably understanding the general idea and knowing when some response was expected. You listen carefully and make notes.Enjoy fabulous food and drinks with friends at our sports bar in Naperville, IL. As you’ve never been to her house before, she gives you directions. You listen with interest and interject at appropriate moments, maybe to express surprise or sympathy.Why it wasn't you who came up from nothing, Made it from the bottom Now when you see me I'm stunning, And all of my cars start with a push of a button Telling me the chances I blew up Or whatever you call it, Switch the number to my phone So you never could call it, Don't need my name on my shirt, You can tell it I'm ballin.That evening, another friend calls to invite you to a party at her house the following Saturday.
The ability to separate the stream of speech into individual words becomes more important here, if we are to recognise, for example, the name of a street or an instruction to take a particular bus.In reality, fluent listening normally depends on the use of both processes operating simultaneously. Once the topic of a holiday has been established, our knowledge of the kind of things that can happen on holiday comes into play and helps us to ‘match’ the incoming sound signal against our expectations of what we might hear and to fill out specific details.In contrast, when listening to directions to a friend’s house, comprehension is achieved by dividing and decoding the sound signal bit by bit. The context of chatting to a friend in a casual environment itself narrows down the range of possible topics.
Similarly, second-language listeners often revert to their knowledge of the topic and situation when faced with unfamiliar vocabulary or structures, so using top-down processing to compensate for difficulties in bottom-up processing. In this way, you rely more on top-down processing to make up for unreliability in the sound signal, which forms an obstacle to bottom-up processing. It is likely that you ‘guess’ the content of large sections of the conversation, based on your knowledge of the topic and what has already been said.
The Song Bottom Up Series Of Pictures
By using their knowledge of context and co-text, they should either be able to guess the meaning of the unknown word, or understand the general idea without getting distracted by it.Other examples of common top-down listening activities include putting a series of pictures or sequence of events in order, listening to conversations and identifying where they take place, reading information about a topic then listening to find whether or not the same points are mentioned, or inferring the relationships between the people involved.The emphasis in EFL listening materials in recent years has been on developing top-down listening processes. This is an essential skill given that, in a real-life listening situation, even advanced learners are likely to come across some unknown vocabulary. However, the two types of listening can also be practised separately, as the skills involved are quite different.Do you ever get your students to predict the content of a listening activity beforehand, maybe using information about the topic or situation, pictures, or key words? If so, you are already helping them to develop their top-down processing skills, by encouraging them to use their knowledge of the topic to help them understand the content.
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