Teaching listening and speaking

 " Teaching Listening and Speaking" 



Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal message ( Emmert, 1994). Listening takes up as much as 50% of our everyday communication time. There are 4 kinds of listening : comprehensive ( informational, listening-students listen for the content of message, Critical ( Evaluative) listening-students judge the message, Appreciative (Aesthetic listening-students listen for enjoyment and Therapeutic (Empathetic listening-students listen to support others but not judge them. 

Listening comprehension skills or Enabling skills : 

  • ‌Listening for detail - involves listening for specific information
  • ‌Listening for gist - listen for main idea
  • ‌Drawing inference - ability to fill in gaps in the input
  • ‌Listening selectively - listen only to specific parts of the point
  • ‌Making prediction - ability to anticipate before and during list what one is going to hear.
Bottom-up listening it refers to a process by which sounds are used to build up units of information, such as words, phrase, clauses and sentences before the aural input is understood. 
Top-down processing , this refers to the application of background knowledge to facilitate comprehension. 
There are three phases of listening process are: pre-listening, during listening and after listening.

The phases three of listening process : 
  • Pre-listening > activates existing knowledge> build prior knowledge> review standards for listening >establish purpose> use a listening guide
  • While- listening stage : ( effective listeners) > connect>find meaning>question>make and confirm prediction>make inference> reflect and evaluate












  • Post-listening stage: this is usually happen at the end of lesson , students need to act upon what they have heard to clarify meaning and extend their thinking. Well-planned post -listening activities are just as important as those before and during. For example : 
To begin  students can ask questions d themselves and the speaker to clarify their understanding and confirm their assumptions: 

  • Hook and Evans (1982) suggest that the post-mortem is a very useful device. Students should talk about what the speaker said, question statements opinion, certain remarks, and identify parallel incidents from life and literature.
  •  Students can summarize a speaker's presentation orally, in writing, or as an outline In addition to the traditional outline format, students could use time lines, flow charts, ladders, circles, diagrams, webs, or maps
  •  Students can review their notes and add information that they did not have an opportunity to record during the speech.
  •   Students can analyze and evaluate critically what they have heard.
  • Students can be given opportunities to engage in activities that build on and develop concepts acquired burgh an oral presentation. These may include writing (e.g., response  laming log, or composition), reading (e.g., further research on a or a contradictory viewpoint), art or drama (e.g., designing a cover jacket after a book tack or deve@ing a mock trial consuming the topic through drama in role).


Some Practical Listening Strategies and Activities

Comprehension Listening Strategies (elementary)
•   Forming a   (draw an image, then write about it)
•   Putting information into groups (categorizing, chunkig)
•  Asking questions (Why am I listening to this message?; Do I know what means?; Do I know what______means? Does this information make sense to me?)
•   Discovering the plan (description, sequence, comparison, cause md effect, problemsolution)
• Note taking (demonstrate by taking notes with the children)
•  Getting clues from the speaker (both visual and verbal cues)

Critical Listening (intermediate to high school)
•  Help children to recognize: persuasion and propaganda, deceptive language, loaded words, propaganda &vices.

 Authentic Listening  (for different levels)

•  Acting out a story from one that is read (or being read)

•  Making or doing something by following oral directions

•  Participating in class or group discussions

•  Getting information by listening an announcement

•  Working on group projects

•  Critiquing a peer's draft of a story after listening to it

•  Enjoying good literature that is well presented orally

•  Evaluating an issue that is being debated

•  Evaluating products advertised in commercials

•  Evaluating candidates from their campaign speeches


TEACHING SPEAKING

The Goal Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest They should try to avoid confusion in the message due faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply/ in each communication situation.
To help students develop communicative efficiency in speaking instructors can use a balanced activities approach that combines language input, structured output, and communicative output

The Nature of Speaking

Oral communication is a two-way process speaker and listener (or listens) and involves the productive skill of speaking and the receptive skill of understanding (or listening With understanding). Both speaker and lister


The benchmark of successful language acquisition is almost always the demonstration of an ability to accomplish pragmatic goals through interactive discourse with other speakers of the language. Although historically, “conversation" classes have ranged from quasi-communicative drilling to free, open, and sometimes agenda-less discussions among student’s current pedagogical research on teaching conversation has provided some parameter for developing objectives and techniques. 

Though the goals and the techniques for teaching conversation are extremely diverse depending on the student, teacher, and overall context of  class language teachers have nonetheless learned to different between transactional md interactional conversation. Instructors have discovered techniques for teaching student’s conversation rules such as topic nomination, maintaining a conversation, turn-taker, interruption, and terminating. Teachers have also learned         teach sociolinguistic styles of speech, nonverbal communication, and conversational routines. Within all these foci, the phonological, lexical, and syntactic properties of   can be attended b, either directly indirectly.

Functions of speaking

 Numerous attempts have been made to classify the functions of speaking in human interaction. Brown and Yule (1983) made a useful distinction between the interactional functions of speaking, in which it serves to establish and maintain social relations, and the transactional functions, which focus on the exchange of information. In workshops with teachers and in designing my own materials, I use an expanded three-part version of Brown and Yule’s framework (after Jones, 1996, and Burns, 1998): talk as interaction; talk as transaction; talk as performance. Each of these speech activities is quite distinct in terms of form and function and requires different teaching approaches.

Factors that influence learners speaking 
  • Native language
  • Age
  • Exposure
  • Innate phonetic ability
  • Identify and language ego
  • Motivation and concern for good pronunciation
Problems that language learners face during speaking 
  • Clustering
  • Redundancy
  • Reduced form
  • Performance variables 
  • Colloquial language
  • Rate of delivery 
  • Stress, rhythm and intonation
  • Interaction




References: 
Brown, Gillian, and George Yule (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Brown, P., and S. Levinson (1978). Politeness: Some Universals in Language Use. Cambridge: Cambridge University Press.
 Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. 



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