Teaching Listening Speaking

Teaching Listening & Speaking

Transcript of Teaching Listening Speaking

Page 1: Teaching Listening Speaking


Listening & Speaking

Page 2: Teaching Listening Speaking


The importance of Listening

• What does listening involve?• Listening is often implied as a component of speaking.

• Listening involves identifying information, searching

memories, relating that information to those memories,

filling it the proper spot (or) creating a new place for it,

and using it when needed.


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Key Questions about Listening

???????• What are listeners doing when they listen?

• What factors affect good listening?

• What are characteristics of “real life” listening?

• What are the many things listeners listen for?

• What are some principles for designing listening


• How can listening techniques be interactive?

• What are some common techniques for teaching


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What makes listening difficult?

• Clustering

• Redundancy

• Reduced forms

• Performance variables

• Colloquial language

• Rate of delivery

• Stress, rhythm, and intonation

• Interaction

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What types of listening skills are


• Micro-skills

• Macro-skills

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What kinds of listening skills are


• Reactive (listen and repeat)

• Intensive (listen on a focused sound)

• Responsive (listen and respond – briefly)

• Selective (listen for particular items in a longer passage)

• Extensive (listen for interactive/responsive purposes)

• Interactive (listen to discuss, respond, debate)

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What interferes with Listening Comprehension?

• Unfamiliar vocabulary,

• Grammar

• Text too long

• Several people talking

• Unfamiliar Context

• Lots of details

• Topic not interesting

• Theme not clear

• Accent

• Speed

• Idiomatic speech

• Task too difficult

• Unprepared for the discussion

• Not prepared for the format

• A lack of background information 7

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Principles for teaching listening

• Integrate listening into the course

• Appeal to students’ personal goals

• Use authentic language and contexts

• Consider how students will respond

• Teach listening strategies

• Include both bottom-up AND top-down


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Common listening strategies

• Looking for key words

• Looking for nonverbal cues to meaning

• Predicting a speaker’s purpose by the context

• Activating background knowledge

• Guessing at meanings

• Seeking clarification

• Listening for the gist

• Developing test-taking strategies for listening

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Current issues in teaching oral


• Conversational discourse

• Teaching pronunciation

• Accuracy and fluency

• Affective factors

• Interaction effect

• Questions about intelligibility

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What makes speaking difficult?

The same things that make listening difficult:

• Clustering

• Redundancy

• Reduced forms

• Performance variables

• Colloquial language

• Rate of delivery

• Stress, rhythm, and intonation

• Interaction

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Types of classroom performance

• Imitative (this should be limited) –repetition drill

• Intensive – practice a grammatical/phonological feature

• Responsive – to respond to a question

• Transactional (dialogue) – to convey information

• Interpersonal (dialogue) – to interact socially

• Extensive – monologue (intermediate/advanced)

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How drills can be effective in speaking?

Do drills have a place?

• Yes, BUT…

• Keep them short

• Keep them simple

• Keep them snappy

• Ensure that students know WHY they are doing the drill

• Limit the drill to phonological/grammatical points

• Ensure that they lead to a communicative goal

• Do not overuse them

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Principles for Teaching Speaking

• Focus on fluency and accuracy (depending on


• Use intrinsically motivating techniques

• Use authentic language in meaningful contexts

• Provide appropriate feedback and correction

• Optimize the natural link between listening and

speaking (and other skills)

• Give students the opportunity to initiate oral


• Develop speaking strategies.

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Common speaking strategies• Asking for clarification (what?)

• Asking someone to repeat something

• Using fillers

• Using conversation maintenance cues (uh-huh, right, yeah, okay, hm)

• Getting someone’s attention

• Using paraphrases for structures one can’t produce

• Appealing for assistance from the interlocutor, the one who takes part in dialogue or conversation

• Using formulaic expressions

• Using mime and nonverbal expressions

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Sample activities for teaching


• Interviews

• Guessing games

• Jigsaw tasks

• Ranking exercises

• Discussions

• Values clarification

• Problem-solving activities

• Role plays

• Simulations

• Picture story-telling

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Should we teach pronunciation?

• According to Wong (1987), “sounds are

less crucial for understanding than the

way they are organized” (as cited in

Brown, 2008, p. 339).

• Native speakers rely more on stress and

intonation than accurate articulation of a

particular sound.

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Factors that affect pronunciation

• Native language

• Age

• Exposure

• Innate phonetic ability

• Identity and language ego

• Motivation/concern for good pronunciation

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How can technology provide focused practice for the

development of English language learner’s speaking


• In selecting appropriate technology uses to enhance speech opportunities

for language learners, one has to consider what type of interaction needs to

be facilitated. For instance,

• video is a natural way to teach information routines requiring prediction in

various ways that encourage communication and provide increased and

more varied communicative opportunities for students to utilize their oral


• some websites offer opportunities for students to listen to dialogs on various

conversational topics and respond to real-life situations.

• some software programs utilize audio and video clips of everyday scenes in

which people are engaged in interaction routines. They cover topics such

as social engagements, dining out, travel, around town and etc. in highly

interactive ways. Some other programs are also provide a rich resource for

listening and speaking practice using dialogs again from everyday

situations involving greetings, weather, telephone calls, restaurants, and



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How can technology support the current

goals of pronunciation learning? • Technology-enhanced speech instruction can be instrumental in advancing the

learner’s communication goals identified by Morley. Sources include the following:

• Articulatory charts that show front and side views of the mouth as the speaker is

producing a targeted sound.

• Sample words utilizing the targeted sound.

• Minimal pairs/comparison words-a presentation of two similar sounding words

usually with only one (minimal) phoneme difference.

• Listening discrimination of minimal pairs within a sentence- students listen to a

sentence and identify which one of the two minimal-pair words (for example, lake or

rake) the speaker is saying.

• Sample sentences with several words utilizing the targeted sound.

• Dictations- students listen and repeat or write what the speaker is saying.

• Cloze exercises- students listen to sentences and select/produce correct missing


• Suprasegmental exercises that practice intonation, rhythm,stress, timing.

• http://www.eslflow.com/pronunciationlessonplans.html

• http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

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When and how should I correct

errors?• Global & Local errors

• Seven basic options are complemented by eight

possible features within each option (Bailey 1985:111).• BASIC OPTIONS:

1. To treat or to ignore

2. To treat immediately or to delay

3. To transfer treatment [to, say, other learners] or not

4. To transfer to another individual, a subgroup, or the whole class

5. To return, or not, to original error maker after treatment

6. To permit other learners to initiate treatment

7. To test for the efficacy of the treatment


1. Fact of error indicated

2. Location indicated

3. Opportunity for new attempt given

4. Model provided

5. Error type indicated

6. Remedy indicated

7. Improvement indicated

8. Praise indicated

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Break-out ActivityWith a partner/group, read the situations and write your predictions about

what will happen. Briefly discuss the main purpose of this activity and what

learning strategies does it involve?

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• Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). White Plains, NY: Pearson Education.

• Richard-Amato, P.A. (2003). Making it happen: From interactive to participatory language teaching theory and practice (3rd ed.). White Plains, NY: Pearson Education.

• Bailey, K.M. and Savage Lance (1994). New Ways in Teaching Speaking: New Ways in TESOL Series. Innovative Classroom Techniques. Richards J.C.

• Ur, Penny (1984). Teaching Listening Comprehension. Cambridge University Press.

• Butler-Pascoe M.E. and Wiburg K.M. (2003). Technology and Teaching English Language Learners. Pearson Education.

• Ur, Penny (1988). Grammar Practice Activities. A Practical Guide For Teachers. (21st ed.2006) Cambridge University Press.

• Hanreddy, J. and Whalley E. (2007). Mosaic 1. Listening and Speaking. Mc Graw Hill.