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Educ 1723 teaching speaking & listening

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  • 1. www.nvcc.edu/workforce
  • 2. www.nvcc.edu/workforcewww.nvcc.edu/workforce EDUC 1723: Teaching Speaking & Listening American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College
  • 3. www.nvcc.edu/workforcewww.nvcc.edu/workforce Overview • Theories of Listening – Difficulties in Listening – Teaching Listening • Theories of Speaking – Difficulties in Speaking – Teaching Speaking
  • 4. www.nvcc.edu/workforcewww.nvcc.edu/workforce Reflection Think about your experience in learning a second language. • How much time was spent on listening and speaking? • What kinds of activities taught listening and speaking? • Were these activities effective?
  • 5. www.nvcc.edu/workforcewww.nvcc.edu/workforce Teaching Listening Back Then • Mastery in listening was the ability to: – Identify key words or reduced words – Identify individual sounds – Complete fill in the blank (cloze) activities or dictation – Follow a teacher’s instructions
  • 6. www.nvcc.edu/workforcewww.nvcc.edu/workforce Teaching Listening Today • Mastery in listening is the ability to: – Use top down and bottom up processing – Use prior knowledge, evaluation, and monitoring strategies – Identify different speech acts (questions, statements, sarcasm, etc.) – Complete authentic tasks (note taking)
  • 7. www.nvcc.edu/workforcewww.nvcc.edu/workforce What’s Difficult About Listening? • Natural speech is: – Fast, unplanned, and spontaneous – Contains pauses, reduced forms, fillers, and repetition – Not always linear – Differs by dialect (colloquial speech)
  • 8. www.nvcc.edu/workforcewww.nvcc.edu/workforce Functions of Listening • Comprehension – Input = What the learner hears – Used to facilitate comprehension • Acquisition – Intake = What the learner notices – Extract meaning from speech
  • 9. www.nvcc.edu/workforcewww.nvcc.edu/workforce Comprehension • Process of decoding from the bottom up: – Recognize word and clause divisions – Recognize key words and transitions – Use stress and intonation to identify word function (noun vs verb)
  • 10. www.nvcc.edu/workforcewww.nvcc.edu/workforce Comprehension • Process of understanding from the top down: – Use prior knowledge – Use situational/contextual knowledge – Use stress and intonation to identify speech acts (question vs. statement)
  • 11. www.nvcc.edu/workforcewww.nvcc.edu/workforce Acquisition • Extract meaning from speech – Monitoring – Assessing – Hypothesis Testing – Predicting
  • 12. www.nvcc.edu/workforcewww.nvcc.edu/workforce Pre-Listening Activities • KWL Charts • Brainstorming/Word Webbing • Think-Pair-Share • Realia (photographs)
  • 13. www.nvcc.edu/workforcewww.nvcc.edu/workforce Listening Activities • Identify nonverbal cues to meaning • Distinguish between: – Nouns and verbs – Positive and negative statements – Questions and statements • Identify main ideas and details or sequence
  • 14. www.nvcc.edu/workforcewww.nvcc.edu/workforce Listening Assessments • Match speech to visuals • Story strip organization • Venn diagram or other graphic organizers • Note taking • TPR
  • 15. www.nvcc.edu/workforcewww.nvcc.edu/workforce Teaching Speaking Back Then • Mastery in speaking was the ability to: – Correctly pronounce individual sounds, words, and phrases – Answer teacher’s questions – Participate in drills – Complete scripted role plays
  • 16. www.nvcc.edu/workforcewww.nvcc.edu/workforce Teaching Speaking Today • Mastery in speaking is the ability to: – Produce English rhythm, stress, and intonation – Produce English vowel, consonant, and cluster sounds as repair strategies – Complete authentic tasks where information is shared orally
  • 17. www.nvcc.edu/workforcewww.nvcc.edu/workforce What’s Difficult About Speaking? • Natural speech is: – Unplanned and spontaneous – Contains pauses, reduced forms, fillers, and repetition – Uses different grammar than written English – Uses different registers (formal vs. informal)
  • 18. www.nvcc.edu/workforcewww.nvcc.edu/workforce Functions of Speaking • Interaction – Small talk – Introductions • Transaction/Negotiation – Problem solving – Asking for directions • Performance – Public speaking
  • 19. www.nvcc.edu/workforcewww.nvcc.edu/workforce Pre-Speaking Activities • KWL Charts • Brainstorming/Word Webbing • Listening to podcasts, watching TV, or looking at photos • Reading or writing (planning)
  • 20. www.nvcc.edu/workforcewww.nvcc.edu/workforce Tasks for Teaching Speaking • Introductions • Solving a problem • Responding to a statement • Extending (new ending or solution) • Jigsaw activities or Information Gap activities
  • 21. www.nvcc.edu/workforcewww.nvcc.edu/workforce Tasks for Assessing Speaking • Debates • Extending • Reenactments • Giving advice • Presentations
  • 22. www.nvcc.edu/workforcewww.nvcc.edu/workforce Design a Task • In pairs, choose a speaking task or a listening task • Identify how you will assess students’ speaking or listening • Create a 10 minute mini lesson • Teach us!
  • 23. www.nvcc.edu/workforcewww.nvcc.edu/workforce Reflection • What worked/didn’t work during your speaking or listening task? • What would you do differently next time?
  • 24. www.nvcc.edu/workforcewww.nvcc.edu/workforce Useful Links • Advanced Listening – www.thisamericanlife.org/podcast • Intermediate Listening – www.cdlponline.org • Easier Listening – www.cdlponline.org (basic stories)