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TEACHING LISTENING

AND SPEAKING

Yza CacayanFlora Michelle Hojas

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The Teaching of Listening

Listening as Comprehension

Based on the assumption that the main functionof listening in second language learning is to

facilitate understanding of spoken discourse

Listening as Acquisition

Considers how listening can provide input thattriggers the further development of second-language proficiency.

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Listening as comprehension

Understanding spoken discourse:

Comprehension isviewed as the processof decoding Input is scanned for

familiar words

Sample class activities: Recognize the time

reference of an

utterance Distinguish between

positive and negativestatements

Identify key words that

occurred in a spokentext

Use of backgroundknowledge inunderstanding the

meaning of a message Previous knowledge

about the topic ofdiscourse

situational/contextual

knowledge schemata or scripts

Sample activities:Students generate A list of things they know

about a topic Set of uestions

Bottom-up processing

Top-down processing

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Combining bottom-up and top-

down listening in a lesson:

Pre-listening phase- activities involving activating prior knowledge

making predictions

reviewing key vocabulary

While-listening phase- focuses on comprehension thatrequire Selective listening

Gist listening

Sequencing, etc.

Post-listening phase Involves a response to comprehension

May require students to give opinions about a topic

Contains activities that link bottom-up and top-down

processing

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Listening Strategies

Cognitive Strategies

Comprehensionprocesses

Storing and memoryprocesses

Using and retrievalprocesses

MetacognitiveStrategies

Assessing the

situation

Monitoring

Self-evaluating

Self-testing

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Listening as Acquisition

Classroom Strategies

Noticing activities

Involve returning the to the listening text thatserved as the basis for comprehension activitiesand using them as basis for languageawareness

Restructuring activities

Oral/written tasks that involve productive use of

selected items from the listening text

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The Teaching of Speaking

Nature of Spoken discourse

Conversational routines

Styles of speaking

Functions of speaking Talk as interaction

Talk as transaction

Talk as performance

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Talk as transaction

Main Features

Has a primarilyinformation focus(message)

frequent questions,repetitions, andcomprehension checks

Skills Involved

Explaining a need orintention

Describing something

Asking questions

Asking for clarification

Teaching talk astransaction

Group activities

Information-gapactivities

Role-plays

Class activitiesinclude

Ranking

Values clarification

Brainstorming

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Talk as performance

Main Features A focus on both

message and audience

Importance on both formand accuracy

Skills involved Presenting information

in an appropriatesequence

Maintaining audienceengagement

Using correctpronunciation andgrammar

Using appropriateo enin and closin

Teaching talk asperformance

Providing examples or

models of speeches,oral presentations,stories, etc. through video,

audio recordings written examples

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Evaluating Performance on

speaking activities:

Determine the

expected level ofperformance on a

speaking task Criteria that will be

used to assessstudent performance

depends on whichkind of talk we aretalking about andthe kind of

classroom activitywe are using Reference: Jack C. Richards (Cambridge University