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Spoken communication


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Spoken communication

  1. 1. Spoken communication skills Developing Listening and Speaking Skills GEMA PESQUERO MÉNDEZ .
  2. 2. Communication in the classroom <ul><li>If you want a real communication in the classroom you need to </li></ul><ul><ul><li>establish English asthe main classroom language </li></ul></ul><ul><ul><li>try to use interesting topics and stimulating activities and materials, which take the learner´s mind off the language </li></ul></ul><ul><ul><ul><ul><li>real events like the weather, pictures and realia brouught to class… </li></ul></ul></ul></ul><ul><ul><ul><ul><li>events in the world outside like films, families, sports… </li></ul></ul></ul></ul>
  3. 3. Focus on fluency vs. accuracy <ul><li>Support and encourage listeners in their efforts to communicate their ideas </li></ul><ul><li>Don´t try to control what they say </li></ul><ul><li>Don´t interrupt learners everytime they make a language mistake to correct them </li></ul>
  4. 4. LISTENING SKILLS <ul><li>Listening is not a passive skill but a receptive skill. It requires as much attention and mental activity as speaking </li></ul><ul><li>That of the time an individual is engaged in communication </li></ul>
  5. 5. Debates concerning the development of listening skills <ul><li>Debates focusing on the nature of listening input </li></ul><ul><ul><li>Whether or not listening should be made comprehensible for learners trough simplification? </li></ul></ul><ul><li>Debates focusing on the role of listening in the early ELT curriculum </li></ul><ul><ul><li>Whether teachers should stress the importance of learners haing a “silent period” in the early stages of learning and wait for “readness” to produce the language </li></ul></ul>
  6. 6. <ul><li>Debates on the role of listening for comprehension and development of oracy (the ability to understand and participate in spoken communication) </li></ul><ul><ul><li>How can classroom practice rehearse the kinds of listening purpose and situation that learners will experience outside the classroom? </li></ul></ul><ul><ul><li>How can we help learners build confidence in dealing with authentic spoken English? </li></ul></ul><ul><ul><li>What kind of classroom procedures will develop listening ability? </li></ul></ul>
  7. 7. What we do know about the listening process) <ul><li>There are two tipes of listening processes </li></ul><ul><ul><li>Bottom-up process- we use our knowledge of language and our ability to process acoustic signals to make sense of the sounds that speech present to us </li></ul></ul><ul><ul><li>Top-down process- We infer meaning from contextual clues and from making links between the spoken message and various types of prior Knowledge wich we hold. </li></ul></ul>
  8. 8. Types of listening <ul><li>Participatory listening- interactional </li></ul><ul><li>Non-participatory- listening a conversations, radio, songs…where purpose in enjoyment </li></ul>
  9. 9. Basics steps on listening <ul><li>Hearing. Hearing just means listening enough to catch what the speaker is saying. </li></ul><ul><li>Understanding. The next part of listening happens when you take what you have heard and understand it in your own way. </li></ul><ul><li>Judging. After you are sure you understand what the speaker has said, think about whether it makes sense. </li></ul>
  10. 10. Implications for the English language classroom <ul><li>Creating reasons for listening for motivated the students </li></ul><ul><li>Teachers need to ensure that learners experience a range of listening purpose. </li></ul>
  11. 11. Activity types for listening <ul><li>Talking about a picture </li></ul><ul><li>Discuss about their holidays </li></ul><ul><li>Role-play </li></ul><ul><li>Sing </li></ul><ul><li>Tell a story </li></ul><ul><li>All of this example develop the communicative competence. </li></ul>
  12. 12. REFERENCES <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>