![\"Boom-Box@High\"](\"http:\/\/getgreatenglish.com\/ftsd\/wp-content\/uploads\/2017\/11\/boom-boxhigh.png\")
<\/p>\nWell, hello. This is a summary of my hangout at excitELT 2018 at Rikkyo University’s Ikebukuro Campus. It was really good fun and the best thing was just nattering to people I know from Twitter and meeting new people!<\/i><\/p>\n
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My slides are here<\/a>, but because it was a ‘hangout’, there was audience participation, and this is what I am going to put in this post.<\/p>\n There was also the discussion that listening can be taught with a reactive focus on something students have found difficult rather than “something pulled out of your arse” (Jones, 2018)\u00b9<\/a>. Jones, M. (2018) Whose Cared A Lesson In. (‘Hangout’ Presentation) excitELT Tokyo, May 6th 2018.<\/p>\nWhat’s missing from materials for listening?<\/h2>\n
Michael Griffin<\/a><\/h3>\n
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Matt Shannon<\/h3>\n
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What are some activities we could use to teach\/practice bottom-up listening?<\/h2>\n
Matt Shannon<\/h3>\n
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\nAlso, it was discussed, especially with Matt Shannon and Ruthie Iida, that some teachers in Japan are teaching English using kana, thus making it ‘easier’ for students to pronounce words, though this might render them less intelligible than if they were taught standard pronunciation of, especially vowels such as \/\u025c\u02d0\/, \/\u0254\u02d0\/ and \/\u028c\/ which can be important for contrasts, which might make the differences between Japanese and English phonological categories clearer. I said also my dream would be having enough time on the curriculum for children to be taught pronunciation using the IPA without stressing parents, teachers and kids that they can’t pick it up. However, I’ve changed my mind about this, and teaching absolute beginners without orthography might be a good idea based upon Mathieu (2016), until there is a critical mass of vocabulary or evidence of contrastive phonemes having been learned.
\nComments, are more than welcome.<\/i><\/p>\nReferences<\/h2>\n