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8/2/2019 Teaching Listening and Speaking 2
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TEACHING LISTENING
AND SPEAKING
Yza CacayanFlora Michelle Hojas
8/2/2019 Teaching Listening and Speaking 2
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The Teaching of Listening
Listening as Comprehension
Based on the assumption that the main functionof listening in second language learning is to
facilitate understanding of spoken discourse
Listening as Acquisition
Considers how listening can provide input thattriggers the further development of second-language proficiency.
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Listening as comprehension
Understanding spoken discourse:
Comprehension isviewed as the processof decoding Input is scanned for
familiar words
Sample class activities: Recognize the time
reference of an
utterance Distinguish between
positive and negativestatements
Identify key words that
occurred in a spokentext
Use of backgroundknowledge inunderstanding the
meaning of a message Previous knowledge
about the topic ofdiscourse
situational/contextual
knowledge schemata or scripts
Sample activities:Students generate A list of things they know
about a topic Set of uestions
Bottom-up processing
Top-down processing
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Combining bottom-up and top-
down listening in a lesson:
Pre-listening phase- activities involving activating prior knowledge
making predictions
reviewing key vocabulary
While-listening phase- focuses on comprehension thatrequire Selective listening
Gist listening
Sequencing, etc.
Post-listening phase Involves a response to comprehension
May require students to give opinions about a topic
Contains activities that link bottom-up and top-down
processing
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Listening Strategies
Cognitive Strategies
Comprehensionprocesses
Storing and memoryprocesses
Using and retrievalprocesses
MetacognitiveStrategies
Assessing the
situation
Monitoring
Self-evaluating
Self-testing
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Listening as Acquisition
Classroom Strategies
Noticing activities
Involve returning the to the listening text thatserved as the basis for comprehension activitiesand using them as basis for languageawareness
Restructuring activities
Oral/written tasks that involve productive use of
selected items from the listening text
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The Teaching of Speaking
Nature of Spoken discourse
Conversational routines
Styles of speaking
Functions of speaking Talk as interaction
Talk as transaction
Talk as performance
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Talk as transaction
Main Features
Has a primarilyinformation focus(message)
frequent questions,repetitions, andcomprehension checks
Skills Involved
Explaining a need orintention
Describing something
Asking questions
Asking for clarification
Teaching talk astransaction
Group activities
Information-gapactivities
Role-plays
Class activitiesinclude
Ranking
Values clarification
Brainstorming
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Talk as performance
Main Features A focus on both
message and audience
Importance on both formand accuracy
Skills involved Presenting information
in an appropriatesequence
Maintaining audienceengagement
Using correctpronunciation andgrammar
Using appropriateo enin and closin
Teaching talk asperformance
Providing examples or
models of speeches,oral presentations,stories, etc. through video,
audio recordings written examples
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Evaluating Performance on
speaking activities:
Determine the
expected level ofperformance on a
speaking task Criteria that will be
used to assessstudent performance
depends on whichkind of talk we aretalking about andthe kind of
classroom activitywe are using Reference: Jack C. Richards (Cambridge University