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Special considerations for teaching listening and speaking
 

Special considerations for teaching listening and speaking

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EESL 542D Section 70

EESL 542D Section 70
Group #3

Hyejeoung KIM

Jeanne Sinclair KRAUSE

Jonathan Andrew KUNZ

Carmela Crystal LEMON

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  • I like your presentation, what you mentioned in your slideshow are both importance and difficulties for my EFL students. They're the special considerations when I teach the listening and speaking.
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  • Good work! Your group posted a variety of useful concerns. I'm sorry I wasn't able to hear the audio here!
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  • I was disappointed that the sound didnt load up for us to hear....there has to be something up that maybe i just didn't see when i uploaded it
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  • The presentation begins abruptly by giving examples of 'student interviews and role playing' without first putting them into context of teaching listening or speaking -- this is very confusing. However, the criteria and examples given for 'What environment allows for an attitude of active learning to take place?' were good. The slides on pronunciation were excellent.
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  • This ppt is really good! And there are some common things with our group’s powerpoint file.
    Especially, the part which is dealing with culture is similar with mine. I totally agree with this.
    In this powerpoint file, there are many tips, so it is great I think.
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    Special considerations for teaching listening and speaking Special considerations for teaching listening and speaking Presentation Transcript

    • Special Considerations for Teaching Listening and Speaking
      Group 3
      Jeanne KrauseJonathan KunzCarmela LemonHyejeoung Kim
    • Student Interviews/Role playing
      Set up a time to personally interview students about their previous formal instruction experiences
      Role play “What if……?” scenarios that examine how we might communicate wants, needs, or address them in the classroom
    • Use Technology to demonstrate what an active learning classroom full of students should look like……
      • You tube videos
      • Skype/videoconferencing with others
      • Short movies display student engagement
      All of these examples are indirect ways of showing students what is acceptable and the varied ways of communicating in a community of learners without telling them directly.
    • What environment allows for an attitude of active learning to take place?
      Allow for an environment of rich language to be heard and spoken by the teacher and peers
      Give students many authentic opportunities to communicate and show the benefits of using such language
      Openly discuss the personal, educational, and vocational benefits of the language they are pursuing as a reminder of purpose
      Allow for a balanced amount of classroom participation that is unbiased by using tools to call upon students randomly so no one student dominates the discourse
      When students do use their learned language skills, be mindful to give positive, yet instructional feedback
    • Inclusivity
      Students who feel included are more apt to speak out
      Use multicultural texts
    • Represent Each Culture
    • Individualality
      Each student wants to know his/her voice will be heard
    • Make the classroom safe for all students
    • Encourage Collaboration
      Students blend their voices and create projects
      Reader’s theater
    • Include Laughter
    • Enjoy the likenesses and celebrate the diversity
      Students are more apt to speak out and/or listen to each other when they feel a “part of”
    • American Classrooms
      No longer a melting pot; now a giant buffet table to which each student brings a tasty story to tell
      Some will like what you bring; others will not
    • Overview for the above section
      Students who feel included are more willing to speak out
      Students who feel safe in their learning environment are more willing to listen and respond
      Students are naturally curious about different cultures, so let each culture be represented
      Encourage students to collaborate and learn together in a safe, positive environment.
    • Why teaching pronunciation is a special consideration?
      Pronunciation is an integral part of ESL/EFL in that it affects learners’ communicative competence and performance.
      In spite of the role of pronunciation in Language Learning, it’s been overlooked by teachers, the curriculum/syllabus designers.
      We as teachers need to ascertain a level or variety and the aspects of ESLpronunciation that has close connection with other areas (listening, learners’ reading and spelling).
    • 4 Specific Considerations in Teaching Pronunciation
      The absence or exclusion of ESL/EFL pronunciation from the curriculum, syllabus and classroom activities
      Lack of materials which have pronunciation components and lessons or pronunciation tips
      Teachers do not have formal and adequate training in English phonetics and phonology as well as ESL/EFL pronunciation teaching.
      Lack of useful strategies or techniques for teaching ESL/EFL pronunciation
    • What should be taught in a pronunciation class?
      The level, variety or accent of ESL pronunciation
      As English become international language, the goal of learning pronunciation is not to get native-speaker like accents but to develop intelligible, communicable pronunciation.
      The aspects, components or features of ESL pronunciation
      ESL/EFL pronunciation teaching should cover both the segmentals and the suprasegmentals as well as the training of the speech organs.
    • Teaching approaches in pronunciation
      Bottom-up approach starts the articulation of individual sounds or phonemes and works up towards stress, rhythm, tone and intonation (segmentals ->suprasegmentals)
      Top-down or research approach begins with patterns of intonation and bring s separate sounds or phonemes into sharper focus. This is more effective in teaching ESL pronunciation (suprasegmentals ->segmentals)
    • 5 Tips for teaching pronunciation in classroom
      Utilization of known sounds
      Teachers help learners compare the sounds of the target language with those of learners mother tongue.
      Communication activities
      Teachers design communicative tasks affording to learners’ linguistic level in order to practice particular sounds that learners don’t use when they speak mother tongue.
    • Written versions of oral presentations
      Teachers give strategies for analyzing the written materials of learners’ oral presentation.
      Tutorial sessions and self-study
      Teachers make tutorial sessions to give learners a diagnostic analysis of each learner’s spoken English and design individualized program for each learner.
      Computer-assisted language learning
      Teachers exploit CALL to help learners become more autonomous. Learners can study at his/her own pace and Teachers can monitor learners’ weak point and strong point in ESL pronunciation with making learners build profiles.
    • Colloquialisms, Idioms, & Slang
      Whazzup? How’s it going? Sup, Dawg?
      As taken from the Supplementary readings, these colloquialism are not meant to dumb down speaking, however are not used in what is known as Formal Speaking.
      According to “Making Sense of English: An Introduction to American Slang, Colloquialisms and Idioms” by Shelley Motz, many international students master the English language. However, they have trouble understanding some conversations.
    • The reason is (ESL) or English as a Second Language. According to the article, “ESL classes cannot adequately prepare these students for the everyday use of slangs,
      idioms, and
      colloquialisms.”
    • Slang
      What is Slang?
      According to the Random House Unabridged Dictionary, slang is “very informal usage in vocabulary and idiom that is characteristically more metaphorical, playful, elliptical, vivid and ephemeral than ordinary language”.
    • Idioms
      An idiom is an expression “whose meaning is not
      predictable from the usual meanings of its constituent
      elements…or from the general grammatical rules of a
      language”.
      As Mark Algren, Language Specialist at the Applied English Center of the University of Kansas, observed sports idioms are among the most common in everyday speech in the US.
      What are some of the sports idioms you are likely to hear? What do they mean?
    • Examples of Idioms
      Drop the ball: make an error or mistake
      Get your feet wet: start a new project cautiously
      Know the score: know the facts about something in particular
      Out in left field: offbeat or unusual
      Team player: someone who
      works well with others to achieve
      a goal
    • Colloquialism
      What is a Colloquialism?
      A colloquialism is “characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing”. Colloquialisms often reflect regional characteristics; a phrase that is commonly understood in the South, for example, may not be recognized in other parts of the US.
    • Helping Students
      According to the article, it’s recommended that students, especially international students keep a vocabulary log. This would be essential and beneficial for students to write down certain phrases or words they don’t quite understand.
      Also keep track of how many times they hear the expressions used in order to understand what conditions they are used.
    • Final Considerations…
      “Respect the language of one’s students, and they will appreciate yours as well”