presentation to improve teaching listening and speaking

1. Developing English language:
listening and speaking skills.
Prepared by: Hawa Ghabag

2. Outline:
Introduction
Problems that make listening difficult
Principles for teaching listening
 Ways of processing information
 Different types of listening
 Designing tasks
Suggested activities

3. READING LISTENING
Standard form non standard form
Obvious word boundaries blurred word boundaries
Written= permanent spoken= ephemeral
Comprehension can be recursive higher learner anxiety

4. Importance of listening skill
listening is critical to the success of learning a language. In order to speak
successfully , the student must first listen to the language being spoken. The
listening practice is critical because it reinforces previously learned material,
builds the student’s confidence and improves the skill of natural
pronunciation.

5. What Makes Listening Difficult?
 Clustering
 Reduced forms
 Interpretation problem
 Performance variables
 Colloquial language
 How fast someone speaks
 Stress, rhythm, and intonation
 Interaction

6. Example :
*eye mill, but I’ll metre necks week.
*no eye deer

7. Why do students suffer from such problems ?
 Focused on writing and reading capacity rather than speaking and
listening skills.
 Test-centered education .

8. Techniques for Teaching Listening
1. Expose students to different ways of processing information
• Bottom-up vs. Top-down
2. Expose students to different types of listening
3. Use a variety of tasks
4. Consider context, difficulty, and authenticity

9. Listening process :
Top-down process vs. bottom-up process
Background knowledge language knowledge
The topic , the world , the genre sounds , vocabulary , grammar

10. Types of Listening activities
The two main types of listening - the foundations of all listening sub-types are:
 Discriminative Listening
 Comprehensive Listening
Sub-types:
 Informational Listening (Listening to Learn)
 Critical Listening (Listening to Evaluate and Analyze)
 Therapeutic or Empathetic Listening (Listening to Understand Feeling and
Emotion)

11. Practical tips to design a listening task
• Do not overload
• Try it out
• Do not pre-teach them too much vocabulary
• Teach them how to listen

12. Various activities
 Pre-listening
• Predict possible words and phrases that they might hear and encourage to
ask the question: What do you already know about this topic?
• Brainstorm and discuss in pairs or groups

13.  While-listening
• Agree or disagree (with explanation)
• List characteristics, qualities, or features
• Match speech to visuals
• Compare and contrast to another speech
• Give advice

14.  Post-listening
• Writing: response journal, writing a composition
• Reading: further research on a topic or a contradictory viewpoint
• Art or drama: designing a cover jacket after a book talk or developing a
mock trial concerning the topic through drama in role.

15. speaking

16. Outline
• problems face students in speaking class
• Reasons of weak competence in speaking
• Principles of speaking
• Methods to improve communicative competence
• Communicative tasks

17. What Makes Speaking Difficult?
 Clustering
 Redundancy
 Reduced forms
 Performance variables
 Colloquial language
 Rate of delivery
 Stress, rhythm & intonation
 Interaction

18. Why do students suffer from such problems ?
 The students don’t have enough opportunities to make use of any
vocabularies, phrases, or expression that they learned from the classes.
 The curriculum is still test-centered: Leaning reading and grammar are
much more focused on than listening and speaking
 Not motivated.
 Lack confidence .
 Error correction .

19. FLUENCY VS. ACCURACY
Speaking at normal Speaking using correct forms
speed, without of grammar, vocabulary, and
hesitation, repetition, Pronunciation.
or self-correction, and
with the smooth use of
connected speech.
Main principles of language

20. How to develop communicative competence ?
 Give the students more opportunities to practice language use freely.
 provide the students with communicative activities to practice using real like
settings: Situational conversation, Role-playing, Discussion, Debate, Presentation.
 Let the students learn autonomous self-regulated learning process :
The teacher teaches scaffolding process so that they develop a plan, resolve a problem,
complete an assignment and evaluate themselves working “together”.
 Extend the amount of exposure to English: Radio and TV programs, Youtube clips,
English Village, Online speaking

21. Some techniques to increase interaction in speaking
class:
Showing fun multimedia like movie clips and dramas, asking students wh-questions
not yes-no questions.
Giving motivation to students asking information about their interests like dreams,
favorite stars, and sports, then having them present their idea to class.
Using some games so that students can talk or explain something each other like
twenty question game, quiz, speed game, and so on.