teaching listening and speaking
DESCRIPTION
TRANSCRIPT
![Page 1: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/1.jpg)
TEACHING LISTENING AND SPEAKING: FROM THEORY TO PRACTICE
By Jack C. Richards
Presented by Alyssa Savitski
ESL 501
![Page 2: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/2.jpg)
Introduction
• Teaching listening and speaking skills has become vital to learning a second language.
• Listening was thought of as a mastery of skills, such as identifying key words and recognizing reduced words.
• It then became bottom-up and top-down, followed by prior knowledge and schema.
• The current view is that a listener is an active participant that uses facilitation, monitoring, and evaluating strategies.
![Page 3: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/3.jpg)
Speaking was…
Memorizing, repeating, and drill-based Communicative language changed
grammar-based syllabi to communication syllabi.
Fluency became popular.
![Page 4: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/4.jpg)
The Teaching of Listening
• 2 views: listening as comprehension and listening as acquisition.
• Listening as comprehension is based on the main function of listening in second language learning is to facilitate understanding of spoken discourse.
• Spoken discourse is instantaneous, unplanned, uses hesitations, reduced forms, fillers and repeats, and a linear structure (p. 3).
![Page 5: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/5.jpg)
Bottom-Up Processing
• Using the incoming input as the basis for understanding the message. Comprehension is the process of decoding.
• Teaching Bottom-Up:– Retain input while it is being processed– Recognizing word and clause divisions– Recognize key words– Recognize key transitions in a discourse– Recognize grammatical relations between key
elements in sentences– Use stress and intonation to identify word and
sentence function (Richards, 5).
![Page 6: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/6.jpg)
Task Examples of Bottom-Up Processing Identify sequence markers Identify key words Distinguish between positive and
negative statements.
![Page 7: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/7.jpg)
Top-down Processing
• Use of background knowledge in understanding the meaning of a message. It could be previous knowledge of a topic, situational/contextual, or schema.
• Teaching Top-down:– Use key words to construct schema– Infer the setting of the text– Infer the role of the participants and their goals– Infer cause and effect– Infer unstated details of a situation– Anticipate questions related to the topic or
situation (Richards, 9).
![Page 8: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/8.jpg)
Task Examples of Top-Down Processing KWL charts Predict another speaker’s part of the
conversation Read news headlines, guess what
happened, then listen to the news and compare
![Page 9: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/9.jpg)
Strategies for Listening
Cognitive: comprehension, storing/memory process, retrieval
Metacognitive: assessing, monitoring, self-evaluating and self-testing
![Page 10: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/10.jpg)
Listening as Acquisition
• Listeners extract meaning from the message.
• Use both bottom-up and top-down processing.
• Language of utterances is temporary.• Teaching listening strategies can make
more effective listeners.• Some tasks to improve acquisition are true-
false, picture identification, and sequencing tasks.
![Page 11: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/11.jpg)
Input vs. Intake
Schmidt (1990) argued “that we won’t learn anything from input we hear and understand unless we notice something about the input” (Richards, 13).
Input- what a learner hears Intake- the part that the learner notices Only intake can serve as the basis for
language development (Richards, 14).
![Page 12: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/12.jpg)
Noticing and Restructuring
Noticing Activities: using the listening texts for comprehension activities and use them for language awareness.
Restructuring Activities: oral or written tasks that involve productive use of selected items from the listening text.
![Page 13: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/13.jpg)
The Teaching of Speaking
Employs more vague or generic words than written language.
Show variation between formal and informal speech.
May be planned or unplanned.
![Page 14: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/14.jpg)
Conversational Routines
Use of fixed expressions “It doesn’t
matter.” “I see what you
mean.” “Just looking,
thanks.”
Styles of Speaking What is appropriate
for the context? “Whacha up
to?/What are you up to?
Differences between formal and informal speech.
![Page 15: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/15.jpg)
Functions of Speaking
3 functions of speaking Talk as Interaction: primarily a social
function. Focus is on the speaker, not the message.
Talk as Transaction: focus on what is said or done. The message is #1! (Problem-solving activities, asking for directions).
Talk as Performance: public speaking, form of monolog, mimics written language.
![Page 16: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/16.jpg)
Implications for Teaching
What kinds of speaking skills does the course focus on?
Identifying teaching strategies for each kind of talk Talk as Interaction: “small talk”, personal
experiences Talk as Transaction: role play, small group
activities Talk as Performance: examples of speeches
![Page 17: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/17.jpg)
Challenges for Teachers
Help develop fluency, accuracy, and appropriateness of language use.
Move from linguistic competence (mastery of linguistic system) to communicative competence (know how to use English appropriately for a range of different purposes).
![Page 18: Teaching listening and speaking](https://reader033.vdocuments.site/reader033/viewer/2022061211/5491f0beb479591a7b8b4785/html5/thumbnails/18.jpg)
Resources
Richards, Jack C. Teaching Listening and Speaking: From Theory to Practice.