1. Special Considerations for Teaching Listening and
Speaking
Group 3
Jeanne KrauseJonathan KunzCarmela LemonHyejeoung Kim
2. Student Interviews/Role playing
Set up a time to personally interview students about their previous
formal instruction experiences
Role play What if? scenarios that examine how we might communicate
wants, needs, or address them in the classroom
3. Use Technology to demonstrate what an active learning
classroom full of students should look like
You tube videos
4. Skype/videoconferencing with others
5. Short movies display student engagement
All of these examples are indirect ways of showing students what is
acceptable and the varied ways of communicating in a community of
learners without telling them directly.
6. What environment allows for an attitude of active learning
to take place?
Allow for an environment of rich language to be heard and spoken by
the teacher and peers
Give students many authentic opportunities to communicate and show
the benefits of using such language
Openly discuss the personal, educational, and vocational benefits
of the language they are pursuing as a reminder of purpose
Allow for a balanced amount of classroom participation that is
unbiased by using tools to call upon students randomly so no one
student dominates the discourse
When students do use their learned language skills, be mindful to
give positive, yet instructional feedback
7. Inclusivity
Students who feel included are more apt to speak out
Use multicultural texts
8. Represent Each Culture
9. Individualality
Each student wants to know his/her voice will be heard
10. Make the classroom safe for all students
11. Encourage Collaboration
Students blend their voices and create projects
Readers theater
12. Include Laughter
13. Enjoy the likenesses and celebrate the diversity
Students are more apt to speak out and/or listen to each other when
they feel a part of
14. American Classrooms
No longer a melting pot; now a giant buffet table to which each
student brings a tasty story to tell
Some will like what you bring; others will not
15. Overview for the above section
Students who feel included are more willing to speak out
Students who feel safe in their learning environment are more
willing to listen and respond
Students are naturally curious about different cultures, so let
each culture be represented
Encourage students to collaborate and learn together in a safe,
positive environment.
16. Why teaching pronunciation is a special
consideration?
Pronunciation is an integral part of ESL/EFL in that it affects
learners communicative competence and performance.
In spite of the role of pronunciation in Language Learning, its
been overlooked by teachers, the curriculum/syllabus
designers.
We as teachers need to ascertain a level or variety and the aspects
of ESLpronunciation that has close connection with other areas
(listening, learners reading and spelling).
17. 4 Specific Considerations in Teaching Pronunciation
The absence or exclusion of ESL/EFL pronunciation from the
curriculum, syllabus and classroom activities
Lack of materials which have pronunciation components and lessons
or pronunciation tips
Teachers do not have formal and adequate training in English
phonetics and phonology as well as ESL/EFL pronunciation
teaching.
Lack of useful strategies or techniques for teaching ESL/EFL
pronunciation
18. What should be taught in a pronunciation class?
The level, variety or accent of ESL pronunciation
As English become international language, the goal of learning
pronunciation is not to get native-speaker like accents but to
develop intelligible, communicable pronunciation.
The aspects, components or features of ESL pronunciation
ESL/EFL pronunciation teaching should cover both the segmentals and
the suprasegmentals as well as the training of the speech
organs.
19. Teaching approaches in pronunciation
Bottom-up approach starts the articulation of individual sounds or
phonemes and works up towards stress, rhythm, tone and intonation
(segmentals ->suprasegmentals)
Top-down or research approach begins with patterns of intonation
and bring s separate sounds or phonemes into sharper focus. This is
more effective in teaching ESL pronunciation (suprasegmentals
->segmentals)
20. 5 Tips for teaching pronunciation in classroom
Utilization of known sounds
Teachers help learners compare the sounds of the target language
with those of learners mother tongue.
Communication activities
Teachers design communicative tasks affording to learners
linguistic level in order to practice particular sounds that
learners dont use when they speak mother tongue.
21. Written versions of oral presentations
Teachers give strategies for analyzing the written materials of
learners oral presentation.
Tutorial sessions and self-study
Teachers make tutorial sessions to give learners a diagnostic
analysis of each learners spoken English and design individualized
program for each learner.
Computer-assisted language learning
Teachers exploit CALL to help learners become more autonomous.
Learners can study at his/her own pace and Teachers can monitor
learners weak point and strong point in ESL pronunciation with
making learners build profiles.
22. Colloquialisms, Idioms, & Slang
Whazzup? Hows it going? Sup, Dawg?
As taken from the Supplementary readings, these colloquialism are
not meant to dumb down speaking, however are not used in what is
known as Formal Speaking.
According to Making Sense of English: An Introduction to American
Slang, Colloquialisms and Idioms by Shelley Motz, many
international students master the English language. However, they
have trouble understanding some conversations.
23. The reason is (ESL) or English as a Second Language.
According to the article, ESL classes cannot adequately prepare
these students for the everyday use of slangs,
idioms, and
colloquialisms.
24. Slang
What is Slang?
According to the Random House Unabridged Dictionary, slang is very
informal usage in vocabulary and idiom that is characteristically
more metaphorical, playful, elliptical, vivid and ephemeral than
ordinary language.
25. Idioms
An idiom is an expression whose meaning is not
predictable from the usual meanings of its constituent
elementsor from the general grammatical rules of a
language.
As Mark Algren, Language Specialist at the Applied English Center
of the University of Kansas, observed sports idioms are among the
most common in everyday speech in the US.
What are some of the sports idioms you are likely to hear? What do
they mean?
26. Examples of Idioms
Drop the ball: make an error or mistake
Get your feet wet: start a new project cautiously
Know the score: know the facts about something in particular
Out in left field: offbeat or unusual
Team player: someone who
works well with others to achieve
a goal
27. Colloquialism
What is a Colloquialism?
A colloquialism is characteristic of or appropriate to ordinary or
familiar conversation rather than formal speech or writing.
Colloquialisms often reflect regional characteristics; a phrase
that is commonly understood in the South, for example, may not be
recognized in other parts of the US.
28. Helping Students
According to the article, its recommended that students, especially
international students keep a vocabulary log. This would be
essential and beneficial for students to write down certain phrases
or words they dont quite understand.
Also keep track of how many times they hear the expressions used in
order to understand what conditions they are used.
29. Final Considerations
Respect the language of ones students, and they will appreciate
yours as well