TeachingListening

Teaching Listening&&
Speaking
Speaking

Latricia Trites, Ph.D.

Latricia Trites, Ph.D.
edt by;
edt by;
Abd. Bashir Hassan
Abd. Bashir Hassan
 KeyQuestions
Key Questionsabout
aboutListening
Listening
Whatare
What arelisteners
listenersdoing
doingwhen
whentheytheylisten?
listen?
Whatfactors
What factorsaffect
affectgood
goodlistening?
listening?
Whatare
What arecharacteristics
characteristicsofofreal
reallife
lifelistening?
listening?
Whatare
What arethethemany
manythings
thingslisteners
listenerslisten
listenfor? for?

WhatWhatarearesome
someprinciples
principlesforfordesigning
designinglistening
listening
techniques?
techniques?
Howcan
How canlistening
listeningtechniques
techniquesbe beinteractive?
interactive?

WhatWhatarearesome
somecommon
commontechniques
techniquesfor forteaching
teaching
listening?
listening?
Whatmakes
What makeslistening
listeningdifficult?
difficult?
Clustering
Clustering
Redundancy
Redundancy
Reducedforms
Reduced forms
Performancevariables
Performance variables
Colloquiallanguage
Colloquial language
Rateofofdelivery
Rate delivery
Stress,rhythm,
Stress, rhythm,and
andintonation
intonation
Interaction
Interaction
 Whatkinds
What kindsofoflistening
listeningskills
skillsare
are
taught?
taught?
Reactive(listen
Reactive (listenandandrepeat)
repeat)
Intensive(listen
Intensive (listenon onaafocused
focusedsound)
sound)
Responsive(listen
Responsive (listenand
andrespond
respondbriefly)
briefly)
Selective(listen
Selective (listenforforparticular
particularitems
itemsininaalonger
longer
passage)
passage)
Extensive(listen
Extensive (listenfor
forinteractive/responsive
interactive/responsive
purposes)
purposes)
Interactive(listen
Interactive (listentotodiscuss,
discuss,respond,
respond,debate)
debate)
 Principlesfor
Principles forteaching
teachinglistening
listening
Integratelistening
Integrate listeninginto
intothe
thecourse
course
Appealtotostudents
Appeal studentspersonal
personalgoals
goals
Useauthentic
Use authenticlanguage
languageandandcontexts
contexts
Considerhow
Consider howstudents
studentswill
willrespond
respond
Teachlistening
Teach listeningstrategies
strategies
Includeboth
Include bothbottom-up
bottom-upAND
ANDtop-down
top-down
listening
listening
 Common listening strategies
Looking for key words
Looking for nonverbal cues to meaning
Predicting a speakers purpose by the context
Activating background knowledge
Guessing at meanings
Seeking clarification
Listening for the gist
Developing test-taking strategies for listening
 Current issues in teaching oral skills

Conversational discourse
Teaching pronunciation
Accuracy and fluency
Affective factors
Interaction effect
Questions about intelligibility
Questions about what is correct speech
 Whatmakes
What makesspeaking
speakingdifficult?
difficult?
Thesame
The samethings
thingsthat
thatmake
makelistening
listeningdifficult:
difficult:
Clustering
Clustering
Redundancy
Redundancy
Reducedforms
Reduced forms
Performancevariables
Performance variables
Colloquiallanguage
Colloquial language
Rateofofdelivery
Rate delivery
Stress,rhythm,
Stress, rhythm,and
andintonation
intonation
Interaction
Interaction
 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)
Do drills have a place?

Yes, BUT.
 Guidelines for Drills
Guidelines for Drills
Keepthem
Keep themshort
short
Keepthem
Keep themsimple
simple
Keepthem
Keep themsnappy
snappy
Ensurethat
Ensure thatstudents
studentsknowknowWHYWHYthey
theyare
are
doingthe
doing thedrill
drill
Limitthe
Limit thedrill
drilltotophonological/grammatical
phonological/grammatical
points
points
Ensurethat
Ensure thatthey
theylead
leadtotoaacommunicative
communicative
goal
goal
DONTOVERUSE
DONT OVERUSETHEM THEM
 Principlesfor
Principles forTeaching
TeachingSpeaking
Speaking
Focuson
Focus onfluency
fluencyand
andaccuracy
accuracy(depending
(dependingon on
objective)
objective)
Useintrinsically
Use intrinsicallymotivating
motivatingtechniques
techniques
Useauthentic
Use authenticlanguage
languageininmeaningful
meaningfulcontexts
contexts
Provideappropriate
Provide appropriatefeedback
feedbackand andcorrection
correction
Optimizethe
Optimize thenatural
naturallink
linkbetween
betweenlistening
listeningand
and
speaking (and other
speaking (and other skills)skills)
Givestudents
Give studentsthe theopportunity
opportunitytotoinitiate
initiateoral
oral
communication.
communication.
Developspeaking
Develop speakingstrategies.
strategies.
 Sample activities for teaching
Sample activities for teaching
conversation
conversation
Seehandouts
See handouts - -Interviews
Interviews
Guessinggames
Guessing games - -Jigsaw
Jigsawtasks
tasks
Rankingexercises
Ranking exercises- -Discussions
Discussions
Valuesclarification
Values clarification- -Problem-solving
Problem-solving
activities
activities
Roleplays
Role plays - -Simulations
Simulations
 Shouldwe
Should weteach
teachpronunciation?
pronunciation?
AccordingtotoWong
According Wong(1987),
(1987),sounds
soundsare are
lesscrucial
less crucialfor
forunderstanding
understandingthan
thanthethe
waythey
way theyare
areorganized
organized(as
(ascited
citedinin
Brown,2008,
Brown, 2008,p.p.339).
339).
Nativespeakers
Native speakersrely
relymore
moreononstress
stressandand
intonationthan
intonation thanaccurate
accuratearticulation
articulationofofaa
particularsound.
particular sound.
 Factorsthat
Factors thataffect
affectpronunciation
pronunciation
Nativelanguage
Native language
Age
Age
Exposure
Exposure
Innatephonetic
Innate phoneticability
ability
Identityand
Identity andlanguage
languageego ego
Motivation/concernfor
Motivation/concern forgood
good
pronunciation
pronunciation
 Whenand
When andhow
howshould
shouldI Icorrect
correct
errors?
errors?
Globaland
Global andlocal
localerrors
errors
Performanceslip
Performance slipororcompetence
competenceerror
error
 Commonspeaking
Common speakingstrategies
strategies
Askingfor
Asking forclarification
clarification(what?)
(what?)
Askingsomeone
Asking someonetotorepeat
repeatsomething
something
Usingfillers
Using fillers
Usingconversation
Using conversationmaintenance
maintenancecues cues(uh-huh,
(uh-huh,
right,yeah,
right, yeah,okay,
okay,hm)
hm)
Gettingsomeones
Getting someonesattention
attention
Usingparaphrases
Using paraphrasesfor forstructures
structuresone
onecant
cant
produce
produce
Appealingfor
Appealing forassistance
assistancefrom
fromthe
theinterlocutor
interlocutor
Usingformulaic
Using formulaicexpressions
expressions
Usingmime
Using mimeand andnonverbal
nonverbalexpressions
expressions
 References
References
Brown,H.D.
Brown, H.D.(2007).
(2007).Teaching
Teachingby by
principles:An
principles: Aninteractive
interactiveapproach
approachtoto
language pedagogy (3
rd ed). White Plains,
rd
language pedagogy (3 ed). White Plains,
NY:Pearson
NY: PearsonEducation.
Education.
Richard-Amato,P.A.
Richard-Amato, P.A.(2003).
(2003).Making
Makingitit
happen:From
happen: Frominteractive
interactivetotoparticipatory
participatory
language teaching theory and practice
language teaching theory and practice (3 (3
rd
rd

ed.).White
ed.). WhitePlains,
Plains,NY:
NY:Pearson
Pearson
Education.
Education.