Group 2 special considerations for teaching listening and speaking

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This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn. This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents. Please leave lots of valuable comments!

Transcript of Group 2 special considerations for teaching listening and speaking

  • 1. Special Considerationsfor Teaching Listening and Speaking Motivation by Park, Achimisul (L) Vocabulary knowledgeby Kim, Yool Bin (L) When tackling accents by Shawn (S)

2. Motivation Park, Achimisul (L) [email_address] 3.

  • Positive correlationBetween Listening Comprehension Motivation and Listening Comprehension.
  • Not only in listening competency but also in overall life, students become more enthusiastic, have positive attitudes,and try harder continuously.

Motivation 4.

  • With higher motivation,
  • students (1) spend more time, (2) created more opportunities, and (3) paid more attention to developing and enhancing their English listening comprehension.
  • Without motivation,
  • students self-confidence is debilitated, resulting in anxiety, and a lower motivation for practicing English listening.

Motivation 5.

  • Why is motivation important?
  • This is about studentsattitudesto studying and conducting activities. High degree of motivation makes all tasks and activities more effectively.
  • Intrinsic motivation is more important than extrinsic motivation.So, teachers should pay attention to help students connect from extrinsic motivation to intrinsic motivation.

How to deal with motivation 6. How to deal with motivation Students feel they have some control over theirlistening comprehension. Students Teachers

  • Knowing their own
  • ground and status
  • Setting a goal
  • Planning
  • Self-monitoring
  • Self-evaluation
  • Games or Pictures
  • Background knowledge
  • Positive Feedback
  • Enjoyable, relaxed
  • atmosphere
  • Interesting materials

7. Example- Metacognitive strategiesfor self-regulation Planning Previewing class materials and activities to determining learning goals, objectives and ways to achieve them. Monitoring Checking understanding or the appropriateness and the accuracy of what is understood on the progress. Evaluating Determining the effectiveness of strategies and assessing comprehension to conclude the success of learning task. 8. Vocabulary Knowledge Kim, Yool Bin (L) [email_address] 9. Vocabulary Knowledge

  • How does vocabulary knowledge related to listening?
  • when L2 learners involve in listening,
  • they usually are not able tounderstand
  • the whole sentence.
  • They catch some words, and that makesthem to understand the context.

10. Vocabulary Knowledge

  • Vocabulary isa key component to comprehend.
  • According to Mehrpour and Rahimiswork (2010),
  • listening comprehension task isinfluenced by general knowledge ofvocabulary, and they revealed thatspecific vocabulary plays a vital role in
  • EFL, learners listening comprehension.

11. Vocabulary Knowledge

  • What can help students to learn vocabulary better?
  • providing vocabulary related to topics
  • using synonym and antonym
  • Encourage students to have rich vocabulary knowledge.

12. Vocabulary Knowledge

  • synonym and antonym
    • e.g) help = assist, give a hand, cooperate,promote, aid, support, promote,enhance
    • hinder, prevent, avoid, disturb,interrupt, obstruct

13. Teaching Speaking While Tackling Accents Shawn (L) [email_address] 14. English .

  • English is spoken as a Native language in
    • United States of America
    • United Kingdom
    • Canada
    • Australia
    • Many others as well
  • Within these countries English takes on many different accents and dialects

15. Things to consideras an English Teacher

  • With the student who is learning all new language sounds foreign.
  • We may not realize it but some of our accents make it hard for our students to hear particular sounds in words.
  • Some of us may not have really strong or pronounced accents but we may have speech impediments that augment our speech as well.
    • Deaf people who have high speech ability
    • People with lisps
    • People with stutters

16. The Office-U.S. and U.K. version

  • A good exercise would be to show an episode of The Office to your students (if they are Adults)
  • The Office is a popular show in both the U.S. and U.K. and the students can practice listening to dialogue in British English as well as in American English so that they can hear the difference in how the language is spoken.
  • Then afterwards go through the different and similar words that the students heard and see what needs clarification.

17. Ways to tackle accents

  • Utilize other teachers that you work with as your resources to improve your students speaking skills.
  • Utilize movies from different English speaking countries.
  • Create audio listening files for your students to listen to.

18. Thank you!