WEEK 5 - DEVELOPING LISTENING & SPEAKING.pptx

8/12/2019 WEEK 5 - DEVELOPING LISTENING & SPEAKING.pptx

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Teaching Speaking & Listening

through Communicative

Activities


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The Challenge

To integrate skills

To provide opportunities for authentic

communication contexts

To give a reason for communication

(information gaps)

To assess these skills in an objective manner


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TEACHING LISTENING


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What Makes Listening Difficult?

Clustering

Repetition

Reduced forms How fast someone speaks

Stress, rhythm, and intonation

Interaction


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Principles for Teaching Listening

1. Expose students to different ways of

processing information

Bottom-up vs. Top-down

Interactive

2. Expose students to different types of

listening

3. Teach a variety of tasks

4. Consider text, difficulty, and authenticity

Helgeson, 2003


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Types of Classroom Listening

Reactive

Intensive

Responsive Selective

Extensive

Interactive

Brown, 2001


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Principles for Designing Listening

Techniques

Use techniques that are intrinsicallymotivating

Use authentic language and contexts

Carefully consider the form of listenersresponses

Encourage the development of listening

strategies Include bottom-up and top-down listening

techniques

Brown, 2001


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Successful Listening Activities

Purpose for Listening

A form of response (doing, choosing, answering,transferring, condensing, duplicating, extending,conversing)

Repetition depends on objectives and students level

A motivating listening text is authentic and relates tostudents interests and needs

Have the skills integrated

Stages: Pre-task , While-task, Post-task


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Activities for Beginners

Top-down Activities

identifying emotions, understanding meaning of

sentences, recognizing the topic


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Activities for Beginners

Bottom-up Activities

discriminating between intonation contours,

phonemes, or selective listening for different

morphological endings, word or sentencerecognition, listening for word order


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Listening Strategies

Teach student howto listen

Looking for keywords Looking for nonverbal cues to meaning

Predicting a speakers purpose by the context of thespoken discourse Associating information with ones existing

background knowledge (activating schema) Guessing meanings

Seeking clarification Listening for the general gist For tests of listening comprehension, various test-

taking strategies


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Easy-to-plan Pre-Listening

Activities

Brainstorming

Think-Pair-Share

Word Webbing/Mind

Mapping

Team Interview


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Easy-to-Plan Listening Tasks

Agree or disagree (with explanation)

Create Venn diagrams

List characteristics, qualities, or features

Strip story (sequencing game)

Match speech to visuals

Compare and contrast to another speech or

text

Give advice


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More Listening Tasks

Compare and contrast to your own experience

Create your own version of the missing

section

Plan a solution to the problem

Share reactions

Create a visual Reenact your own version


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Easy to Plan Post-listening

Assessments Guess the meaning of unknown vocabulary

Analyze the speakers intentions

List the number of people involved and their

function in the script

Analyze the success of communication in thescript

Brainstorm alternative ways of expression


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Phoneme

Morpheme

Word

Phrase

Clause

Utterance

Text

Distinctive Feature

Syllable

PHONOLOGY

MORPHOLOGY

SYNTAX

DISCOURSE

STRESS

RHYTHM

INTONATION


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What Makes Speaking Difficult?

Clustering

Redundancy

Reduced forms

Performance variables

Colloquial language

Rate of delivery

Stress, rhythm & intonation

Interaction


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Tips for Teaching Speaking

Use a range of techniques

Capitalize on intrinsic motivation

Use authentic language in meaningfulcontexts

Give feedback and be careful with corrections

Teach it in conjunction with listening Allow students to initiate communication

Encourage speaking strategies


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Fluency vs. Accuracy

Speaking at normal

speed, without

hesitation, repetition,

or self-correction, andwith the smooth use of

connected speech

Speaking using correct

forms of grammar,

vocabulary, and

pronunciation


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Principles of Teaching Speaking

Beginners

Provide something for the learners to talk

about

Create opportunities for students to interact

by using groupwork or pairwork

Manipulate physical arrangements to promote

speaking practice

Bailey, 2005


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Principles of Teaching Speaking

Intermediate

Plan speaking tasks that involve negotiation

for meaning

Design both transactional and interpersonal

speaking activities

Personalize the speaking activities whenever

possible

Bailey, 2005


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Tasks & Materials

1. Conversations, guided conversations &interviews

2. Information gap & jigsaw activities

3. Scripted dialogues, drama, & role-play

4. Logic puzzles

5. Picture-based activities

6. Physical actions in speaking lessons

7. Extemporaneous speaking


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Communicative Tasks

Motivation is to achieve some outcome using

the language

Activity takes place in real time

Achieving the outcome requires participants

to interact

No restriction on language used


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Example Communicative Tasks

Information gaps

Jigsaw activities

Info gap race (p. 83) Surveys

Guessing games

Documents

WEEK 5 - DEVELOPING LISTENING & SPEAKING.pptx