Identifying and integrating listening & speaking skills

Involves 8 process of which they occur simultaneously :

1. raw speech image

2. determine the type of speech “colours” the interpretation

3. infer the objective of the speaker react

4. schemata interpret the message

5. assign literal meaning response

6. assigns intended meaning response

7. determine the time to response response

8. delete certain parts of the message retain the important messages

monologue dialogue

Planned unplanned interpersonal transactional

unfamiliar familiar unfamiliar familiar

Listening

** clustering ** redundancy

** Reduced forms ** Performance variables

**colloquial language **rate of delivery

**Stress, rhythm, and intonation ** interaction

Microskills

macroskills

Retain chunks of language of different lengths in short-term memory

Discriminate distinctive sounds of English

Recognize English sound structure

Recognize reduced forms of words

Distinguish word boundaries, recognize the core of words and interpret word order patterns and their significance

Process speech at different rates of delivery

Process speech containing pauses, errors, corrections, and other performance variables

Recognize grammatical word classes, systems, patterns, rules, elliptical forms.

Detect sentence constituent and distinguish between major and minor constituent.

Recognize that a particular meaning may be expressed in different grammatical forms.

Recognize cohesive devices in spoken discourse

Recognize the communicative function of utterances, according to situation, participants, goals.

Infer situations, participants, goals using real-world knowledge.

From events ideas, describe predicted outcomes, infer links and connection between pages, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

Distinguish between literal and implied meanings

Use facial kinesics, body language and other non-verbal clues to decipher meanings.

Develop and use a battery of listening strategy such as detecting keywords, guessing the meaning of words from context appealing for help and signaling comprehension.

reactive intensive responsive

Selective extensive interactive

Types of classroom listening performances

Include a focus in an integrated-skills course

Use techniques that are intrinsically motivating

Utilize authentic language and context

Carefully consider the form of listeners’ responses

Encourage the development of listening strategies

Include both bottom-up and top-down listening techniques

Speaking

imitative intensive responsive extensive (monologue)

Transactional (dialogue) interpersonal (dialogue)

Types of classroom speaking performances

Produce chunks of language of different lengths

Orally produce differences among the English phonemes

Produce English stress patterns, words in stressed and unstressed position, rhythmic structure, and intonationalcontours.

Produce reduced forms of words and phrases

Use an adequate number of lexial units (words) in order to accomplish pragmatic purposes

Produce fluent speech at different rates of delivery.

Monitor you own oral production and use various strategic devise – pauses , fillers, self-corrections, backtracking – to enhance the clarity of the message.

Use grammatical word classes (nouns, verbs, etc.) systems (e.g. tense agreement, pluralization), word order, patterns, rules, and elliptical forms.

Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups, and sentences.

Express a particular meaning in different grammatical forms.

Use cohesive devices in spoken discourse

Accomplish appropriately communicative functions according to situations, participants, and goals.

Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features in face-to-face conversations.

Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings.

Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.

Focus on both fluency and accuracy depending on your objective

Provide intrinsically motivating techniques

Encourage the use of authentic language in meaningful context

Provide appropriate feedback and correction

Capitalize on the natural link between speaking and listening

Give students opportunities to initiate oral communication

Encourage the development of speaking strategies

Using conversation for both transactional and interactional purpose

Producing short and long turn

Managing turn taking

Opening and closing

Initiating and responding to talk on a broad range of topic

Using casual style of speaking

Using conversation in different social settings

Repairing trouble spot in conversation

Maintaining fluency in conversation

Producing talk in a conversational mode

Using conventional fillers and small talk

Using conversational routines

Native language age exposure

innate phonetic ability

Identity and language ego

Motivation and concern for good pronunciation

Factors of

pronunciation

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