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  • 1. Considerations and solutions of
    Teaching Listening and Speaking
    EESL542D Assignment #2:
    By time #1
    Eun Joo Lee
    Soo yeun Kim
    Soo Hyun Kim
    Su jeong Kim
    January 14th, 2011
  • 2. A Special Considerations in
    Teaching Listening
  • 3. by Soo yeun Kim
    1. Mental Block
    One of the largest inhibitors for listening
    • While listening, a student suddenly decides that he or she doesn't understand what is being said.
    • 4. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word.
    • 5. Some students convince themselves that they are not able to understand spoken English
    well and create problems for themselves.
  • 6. The Key for helping students improvetheir listening skill
    • To convince them that not understanding is OK.
    • 7. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.
    • 8. Another important point to try to teach students is that they need to listen to English as often as possible, but for short periods of time.
  • Application
    • Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours.
    • 9. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week.
    • 10. However, for this strategy to work, students must not expect improved understanding too quickly.
    • 11. The brain is capable of amazing things if given time, students must have the patience to wait for results.
    • 12. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve
  • Solution for Mental Block
    • Stop: Turn Off Competing Messages
    - Decentering
    • Look: Listen With Your Eyes
    • 13. Listen: Understand Details and Ideas
    - Identify your listening goal
    - Mentally summarize the details
    - Link Message details with major idea
    - Practice
    - Transform barriers into goals
  • 14. Company Logo
    Important points to remember
    • Listening is not a natural process
    • 15. Listening requires effort
    • 16. All listeners do not receive the same messages
  • by Eun Joo Lee
    2. Fun activity for listening
    • For students of English, the main reason listening comprehension is difficult is that there are simply too many new and unfamiliar words. in addition,
    • 17. cultural differences
    • 18. (ex. an idiom, a slang word )
    • 19. problems with different accents/speed
    • 20. lack listening stamina/ they get tired
    but
    One of the largest inhibitors for listening is...
    Flatness
  • 21. The Key for helping students improvetheir listening skill
    • Active listening enhances understanding of vocabulary as well as various aspects of literacy.
    • 22. English-speaking movies are one of the ways to improve listening skills for English language learners
    • 23. Read more: Movies allow students to hear various dialects, accents, and tones of speech.
    • 24. Students who enjoy listening to their movie idols will enjoy
    the challenge of imitating their idols speech
    • Imitation is the highest form of flattery; it is also a great
    way to learn - think "modeling."
  • 25. Application
    • Before showing a film, it is best that the educator familiarize with the film.
    • 26. The teacher should make a list of words, phrases that students might have difficulty with or that might need explanation.
    • 27. The teacher can discuss things like the period around which the movie was made, why the director decided to use a particular location, who the actors are and why they made the movie.
    • 28. Once the movie is over, allow students to sit for a few minutes, silently processing what they have seen and heard. (They may take notes to help them remember.)
    • 29. Have them write down any questions they may have
    • 30. Begin the movie debriefing by going over questions and vocabulary that was problematicstudents may be asked to analyze the movie
    • 31. If students are able to answer questions about what they have just seen and heard, they understood the movie, which means their listening skills are developing
  • Solution for Mental Block
    • Accept the fact that you are not going to understand everything .
    • 32. Keep cool (idiom=stay relaxed) when you do not understand - even if you continue to not understand for a long time
    • 33. Do not translate into your native language (synonym=mother tongue)
    • 34. Listen for the gist (noun=general idea) of the conversation.
  • Important points to remember
    • Arouse student's interest through fun activity.
    • 35. Choose material (movies) they can understand at least part of, but which also challenges you to listen hard.
  • A Special Considerations in
    Teaching Speaking
  • 36. by Soo Hyun Kim
    1. Peer – Pressure
    . What make students feel difficult whenthey speak in English?
    www.wondershare.com
  • 37. Why do students have peer-pressurewhen they speak in English?
    • Overly aware of their audience
    • 38. Over consideration of grammar due to the fear of making mistake
  • How can we address the difficulty in a classroom?
    • “ Collaboration in a small group”
    • 39. Have students participated in small group conversation
    • “ Collaboration in a small group”
    • 40. Talking about familiar topics relating to their community and work
    • 41. Using vocabulary and grammar by asking questions and communicating personal information
  • How collaboration affects the difficulty of peer-pressure?
    • Working collaboratively with classmates is an effective strategy to encourage students to speak English more confidently.
    • 42. It is easier for students to speak in groups rather than as individuals.
    • 43. In each group, students can exchange their opinions about different cultures, share their learning experiences and complete a given task together.
  • by Su jeong Kim
    2. difficulties with teaching speaking
    When non- native speaker teachesby using English
    • Students can learn authentic language
    • 44. Students can be exposed to English
    environment
    Strengths
  • 45.
    • Students can not understand English 100%
    • 46. Students have to judge by inference what speaker is saying
    • 47. It is difficult for students to learn grammar
    systematically
    • Students tend not to concentrate on teacher
    Weaknesses
  • 48. Points for non- native teachers
    • Don’t slang expression
    • 49. To express imperative sentence politely
    • 50. To making creative activity games
  • Key to phonetic symbols
    Pronunciations
  • 51.
  • 52. Thank you