The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.

1. CHAPTER 1
Parts and Goals of a Listening
and Speaking Course
Nation & Newton. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.
영어말하기듣기지도
2013.3.11.

2. The Four Strands
1. Learning through meaning-focused input
2. Learning through meaning-focused output
3. Learning through deliberate attention to
language items and language features
4. Developing fluent use of known language items
and features over the four skills of listening,
speaking, reading and writing

3. Problems of Extremes
• Traditional Grammar Translation Approach
• Communicative Language Teaching with no
grammar instruction

4. The time-on-task principle.
1. A common-sense justification of the four
strands is the time-on-task principle.
2. The time-on-task principle simply says that the
more time you spend doing something, the
better you are likely to be at doing it.
3. Procedural Knowledge vs. Declarative
Knowledge (e.g. cycling / swimming)

5. Meaning-focused Input
• Typical activities
• extensive reading
• shared reading
• listening to stories
• watching TV or films
• being a listener in a conversation

6. Conditions of Meaning-based Input
1. Familiarity
2. Interest and motivation
3. Small portion of language unknown
4. Vocabulary: 95 percent to 98 percent of the
running words / Five or preferably only one or
two words per hundred should be unknown to
learners (Hu and Nation, 2000)
5. Context clues and background knowledge
6. Large quantities of input

7. Terms
• Krashen’s input hypothesis
• Dupay (1999) – narrow listening
• Incidental learning
• Extensive reading

8. Meaning-focused Output
• Typical activities
• talking in conversations
• giving a speech or lecture
• writing a letter
• writing a note to someone
• keeping a diary
• telling a story
• telling
• someone how to do something

9. Conditions of Meaning-based Output
1. Familiarity
2. Goal: conveying messages
3. Small portion of language unknown
4. Use of communication strategies, dictionaries,
previous input, etc.
5. Plenty of opportunities for output

10. Terms
• Swain’s (1985) output hypothesis
• “Put most simply, the output hypothesis claims
that the act of producing language (speaking
and writing) constitutes, under certain
circumstances, part of the process of second
language learning” (Swain, 2005: 471).

11. Functions of Output
Swain (1995)
1. The noticing/triggering function
2. The hypothesis testing function
3. The metalinguistic (reflective) function

12. Language-focused Learning
• Different names: focus on form, form-focused
instruction, deliberate study and deliberate
teaching, learning as opposed to acquisition,
intentional learning

13. Conditions for language-focused learning
1. deliberate attention to language features
2. process the language features in deep and
thoughtful ways
3. spaced, repeated attention to the same
features
4. simple and not dependent upon developmental
knowledge
5. appear often in the other three strands of the
course

14. Effects of LF Learning
1. Build implicit knowledge
2. consciousness raising
3. focus on systematic aspects of the language
4. Help develop strategies

15. Becoming Fluent in 4 Skills
• Relates to all 4 skills of language
• E.g. Palmer’s (1925) fundamental guiding
principle: Memorise perfectly the largest
number of common and useful word groups! (for
conversation)

16. Conditions of Fluency Development
1. Familiarity
2. Focus on receiving or conveying meaning
3. Some pressure or encouragement to perform
faster than usual
4. A large amount of input or output.

17. 4/3/2 Technique
1. The same talk is repeated to different listeners
in a decreasing time frame (four minutes, then
three minutes, then two)
2. Increases both fluency and grammatical
accuracy and grammatical complexity

18. Principles and the Four Strands
1. Provide and organise large amounts of
comprehensible input through both listening and
reading.
2. Boost learning through comprehensible input by
adding a deliberate element.
3. Support and push learners to produce spoken and
written output in a variety of appropriate genres.
4. Provide opportunities for cooperative interaction.
5. Help learners deliberately learn language items and
patterns.

19. Principles and the Four Strands
6. Train learners in strategies that will contribute
to language learning.
7. Provide fluency development activities in each
of the four skills
8. Provide a roughly equal balance of the four
strands.
9. Plan for the repeated coverage of the most
useful language items.
10. Use analysis, monitoring and assessment to
help address learners’ language and
communication needs.

20. Dictogloss
• http://youtu.be/4DtEuf0wNck