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Teaching Oral Communication

                    Speaking

                     Listening

                      By
               Dr.Magdy M. Aly
  Professor of Curriculum& EFL Instruction
  FACULTY OF EDUCATION ,AIN SHAMS
                UNIVERSITY
Presentation Outline

•   Issues in Teaching Oral Communication
•   Listening Approaches
•   Speaking Approaches
•   Principles in Designing Listening and Speaking
•   Strategies and Activities
•   Assessment
Issues in Teaching Oral
              Communication
•   The Place of Pronunciation
•   Accuracy and Fluency
•   Affective Factors
•   The Interaction Effect
•   The Role of Listening
Approaches that Promote
             Listening
• Total Physical Response (TPR) worked by James Asher
  (1977) which gives emphasis to comprehension where
  students were given ample amount of language to listen
  before they were encourage to respond orally.
• The Natural Approach also recommended a significant
  silent period
• Stephen Krashen (1982) emphasized the importance of
  “comprehensible input”.
• Other studies also showed the importance of training
  students to use different cognitive strategies to process the
  input. These strategies may include the following:
   – Retention
   – Feedback
   – Interaction
Principles for Designing Listening and
        Speaking Techniques
                (Brown, 1994)




• Techniques should cover the spectrum of
  learner needs from language based focus on
  accuracy to message-based focus on
  interaction, meaning and fluency
• Techniques should be intrinsically
  motivating
• Techniques should utilize authentic
  language and contexts
• Provide appropriate feedback and
  correction
• Capitalize on the natural link between
  speaking and listening
• Give students opportunities to initiate oral
  communication
• Encourage the development of listening and
  speaking strategies
Listening Strategies
• Looking for key words
• looking for nonverbal cues to meaning
• predicting a speaker’s purpose by the
  context of the spoken discourse
• associating information with one’s existing
  cognitive
TYPES of Classroom Listening
           Performance
•   Reactive
•   Intensive
•   Responsive
•   Selective
•   Extensive
•   Interactive
Speaking Strategies



• Asking for clarification
• Asking someone to repeat something
• Using fillers and conversation maintenance
  cues
• Getting someone’s attention
• Using paraphrases for structures one can’t
  produce
• Appealing for assistance
• Using formulaic expressions
• Using mime and one-verbal expression
TYPES OF SPOKEN
     LANGUAGE (Nunan, 1991)
• Monologue (planned and unplanned)
  – storytelling
  – news broadcast
  – readings (short stories, poems, etc.)
• Dialogue (Interpersonal and Transactional)
Types of Dialogues
• Scripted Dialogue
• Semi-Scripted
• Using Picture Cues to present scenario for
  dialog
• Discourse Chain
Scripted Dialog
ALING TOYANG: Hoy, Mila kumusta ka na? Matagal na tayong
hindi nagkita.
MILA: Oo nga, lumipat na kasi kami ng bahay.
ALING TOYANG: Saan?
MILA: Doon sa bayan ng San Juan.
ALING TOYANG: Talaga, may mga pinsan ako sa San Juan.
Ibigay mo sa akin ang address mo para pagpunta ko, mabisita na rin
kita.
MILA: O’ Sige, doon ako sa 188 kalye San Jose. Malapit sa
munisipyo at istasyon ng pulis.
ALING TOYANG: Parang hindi naman mahirap hanapin ang bahay
mo. Magtatanong na lang ako.
MILA: Aasahan ko ang pagdalaw mo.
Semi-Scripted Dialogue
• ALING TOYANG: Hoy, Mila _______? Matagal na
  tayong hindi nagkita.
• MILA: Oo nga, lumipat na kasi kami ng ______.
• ALING TOYANG: Saan?
• MILA: Doon sa ___________.
• ALING TOYANG: Talaga, may ______ ako sa San Juan.
  Ibigay mo sa akin ang _____ mo para pagpunta ko,
  mabisita na rin kita.
• MILA: O’ Sige, doon ako sa _______. Malapit sa
  munisipyo at istasyon ng ______.
• ALING TOYANG: Parang hindi naman mahirap hanapin
  ang ______. Magtatanong na lang ako.
• MILA: Aasahan ko ang _________ mo.
Using Picture Cues
Discourse Chain
                                  Son
      Mother
send your son to the   Tell mother you will go buy
       store                 what she needs
  Store Keeper
                       Greet the store keeper. Tell
                       her/him what you want to
                          buy, ask how much.
Tell what you have
  and how much


                        Pay her and say goodbye.
Techniques for Teaching Oral
        Communications
• Pronunciation
   – Stress, Intonation, Pitch,
• Grammar
• Discourse (Speaking and Listening)
• Interactive Techniques
   – Interviews, Guessing Games, Discussions, Roleplay,
     Simulations, Problem Solving Activities
• Individual Practice (Oral Dialogue Journal)
ASSESSMENT

• Activity-Based
• Oral Interviews
• Recorded journals

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Oral com

  • 1. Teaching Oral Communication Speaking Listening By Dr.Magdy M. Aly Professor of Curriculum& EFL Instruction FACULTY OF EDUCATION ,AIN SHAMS UNIVERSITY
  • 2. Presentation Outline • Issues in Teaching Oral Communication • Listening Approaches • Speaking Approaches • Principles in Designing Listening and Speaking • Strategies and Activities • Assessment
  • 3. Issues in Teaching Oral Communication • The Place of Pronunciation • Accuracy and Fluency • Affective Factors • The Interaction Effect • The Role of Listening
  • 4. Approaches that Promote Listening • Total Physical Response (TPR) worked by James Asher (1977) which gives emphasis to comprehension where students were given ample amount of language to listen before they were encourage to respond orally.
  • 5. • The Natural Approach also recommended a significant silent period • Stephen Krashen (1982) emphasized the importance of “comprehensible input”. • Other studies also showed the importance of training students to use different cognitive strategies to process the input. These strategies may include the following: – Retention – Feedback – Interaction
  • 6. Principles for Designing Listening and Speaking Techniques (Brown, 1994) • Techniques should cover the spectrum of learner needs from language based focus on accuracy to message-based focus on interaction, meaning and fluency
  • 7. • Techniques should be intrinsically motivating • Techniques should utilize authentic language and contexts
  • 8. • Provide appropriate feedback and correction • Capitalize on the natural link between speaking and listening • Give students opportunities to initiate oral communication • Encourage the development of listening and speaking strategies
  • 9. Listening Strategies • Looking for key words • looking for nonverbal cues to meaning • predicting a speaker’s purpose by the context of the spoken discourse • associating information with one’s existing cognitive
  • 10. TYPES of Classroom Listening Performance • Reactive • Intensive • Responsive • Selective • Extensive • Interactive
  • 11. Speaking Strategies • Asking for clarification • Asking someone to repeat something • Using fillers and conversation maintenance cues • Getting someone’s attention
  • 12. • Using paraphrases for structures one can’t produce • Appealing for assistance • Using formulaic expressions • Using mime and one-verbal expression
  • 13. TYPES OF SPOKEN LANGUAGE (Nunan, 1991) • Monologue (planned and unplanned) – storytelling – news broadcast – readings (short stories, poems, etc.) • Dialogue (Interpersonal and Transactional)
  • 14. Types of Dialogues • Scripted Dialogue • Semi-Scripted • Using Picture Cues to present scenario for dialog • Discourse Chain
  • 15. Scripted Dialog ALING TOYANG: Hoy, Mila kumusta ka na? Matagal na tayong hindi nagkita. MILA: Oo nga, lumipat na kasi kami ng bahay. ALING TOYANG: Saan? MILA: Doon sa bayan ng San Juan. ALING TOYANG: Talaga, may mga pinsan ako sa San Juan. Ibigay mo sa akin ang address mo para pagpunta ko, mabisita na rin kita. MILA: O’ Sige, doon ako sa 188 kalye San Jose. Malapit sa munisipyo at istasyon ng pulis. ALING TOYANG: Parang hindi naman mahirap hanapin ang bahay mo. Magtatanong na lang ako. MILA: Aasahan ko ang pagdalaw mo.
  • 16. Semi-Scripted Dialogue • ALING TOYANG: Hoy, Mila _______? Matagal na tayong hindi nagkita. • MILA: Oo nga, lumipat na kasi kami ng ______. • ALING TOYANG: Saan? • MILA: Doon sa ___________. • ALING TOYANG: Talaga, may ______ ako sa San Juan. Ibigay mo sa akin ang _____ mo para pagpunta ko, mabisita na rin kita. • MILA: O’ Sige, doon ako sa _______. Malapit sa munisipyo at istasyon ng ______. • ALING TOYANG: Parang hindi naman mahirap hanapin ang ______. Magtatanong na lang ako. • MILA: Aasahan ko ang _________ mo.
  • 18. Discourse Chain Son Mother send your son to the Tell mother you will go buy store what she needs Store Keeper Greet the store keeper. Tell her/him what you want to buy, ask how much. Tell what you have and how much Pay her and say goodbye.
  • 19. Techniques for Teaching Oral Communications • Pronunciation – Stress, Intonation, Pitch, • Grammar • Discourse (Speaking and Listening) • Interactive Techniques – Interviews, Guessing Games, Discussions, Roleplay, Simulations, Problem Solving Activities • Individual Practice (Oral Dialogue Journal)
  • 20. ASSESSMENT • Activity-Based • Oral Interviews • Recorded journals

Editor's Notes

  1. This part of our workshop this afternoon hopes to review some of the approaches, techniques and strategies in teaching oral communication which covers both listening and speaking.
  2. The following are some of the issues in teaching oral communication that will help us reflect on the different teaching techniques and strategies for our own classrooms. 1. Although, majority of our students would never acquire an “accent free” command of the language, I still believe that an ample emphasis begin in teaching pronunciation in any type of classroom experience (communicative - fluency or linguistic - accuracy) 2. In the late 70’s until the late 80’s there has been a great diversion in teaching that focuses on linguistic matters(articulation, grammar and accuracy) to more natural communicative language. Both extremes lack something. Accuracy and fluency both need emphasis in the classroom. “ Fluency is probably best achieved by allowing the stream of speech to flow, then, as some of this speech spills over beyond comprehensibility, the river banks of instruction on some details of phonology, grammar, or discourse will channel the speech on a more purposeful course.” 3. Affective Factors - Teachers need to provide a classroom atmosphere that would encourage students to talk no matter how broken and incomprehensible the spoken language is. 4. Emphasis on conversation in any form is important in the classroom. Oftentimes, our classroom is the only community they have in using the language. Seize that opportunity and make it work for the students.
  3. Oral communication is intertwined with one’s ability to listen. Listening as in language is a very important component of oral communication. The silent period is often times the most crucial in the language development. Good listeners are good responders. Good listeners know how to negotiate meaning, give feedback, ask for clarification, maintain topic to make understanding or comprehension complete. A 4th century Chinese Proverb says it more eloquently : Not to let a word get in the way of its sentence Nor to let a sentence get in the way of its intention But to send your mind out to meet the intention as a guest: That is understanding.
  4. Retention - students need to make decisions on what to retain for long term, short term. Feedback - responding information Interaction - engaging in conversation
  5. Interac