The document discusses teaching listening and speaking skills. [1] It outlines the processes, materials, and factors involved in developing effective listening and speaking. [2] It differentiates between skill-getting, which involves internalizing rules, and skill-using, which involves real communication. [3] The document then covers functions and components of speaking, factors affecting learners' oral communication, views of listening, sub-skills, lesson formats, and linguistic and extra-linguistic cues for understanding spoken language.

1. Objective
Trainees are expected to be aware of:
 The processes involved in listening and
speaking.
 Types of materials designed to develop
listening and speaking kills
 Factors involved in effective listening and
speaking
 Techniques of teaching listening and
speaking
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2. Teaching Listening and Speaking
 Prepared and by: Mohammad Qassem
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3. Skill-getting vs. Skill-using
*Skill-getting:
1. Cognition( Knowledge) of categories &
functions and internalizing rules relating
categories to functions.
2. Production : articulation of sounds and
construction of communication.
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4. Skill-using
Interaction : Reception of a message
Expression of persona meaning
Real communication
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5. Functions of Speaking
International: maintain social Transactional: convey information
relationship and idea
1. Teachers provide learners with meaningful communicative
behaviors:
2. Using learner-learner interaction.
a. Small talk (talk of the weather, rush - hour traffic , vocations...
b. Interactive activities :news reports on the radio taped dialogs,
jigsaw listening (audiocassette tape)
c. Visual activities (appropriate films, videotapes, anecdotes and
non verbal
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6. Factors affecting EFI learner’s oral communication
1. Age or maturational constraints . Early
beginning of learning a second language through
natural exposure leads to higher proficiency.
2. Aural medium
- Role of listening comprehension.
- Listening plays extremely important role.
- Speaking feeds on listening.
3. Sociocultural factors
- how a language is used in a social context.
4. Affective factors
- Emotions, empathy, self-esteem, anxiety.
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7. Components underlying
Speaking Effective
1. Grammatical
-Grammar ( morphology, syntax) vocabulary and
mechanics [basic sounds, of letters and syllables,
pronunciation of words, intonation and stress]
- [ G. competence enables speakers to use and
understand English-Language structures accurately
and unhesitatingly.
2. Discourse : [ Intersentential relationship]
* The rules of cohesion and coherence.
* Discourse markers.
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8. 3. Sociolinguistic
 What is expected socially and culturally
 Rules and norms governing the appropriate
timing and realization of speech acts
4. Srategic
- Ability to know when and how to take the floor.
 Keep a conversation going.
 Terminate the conservation.
 Clear up communication breakdown and
comprehension problems.
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9. Listening views
Bottom- up processing
 Decoding sounds in a linear fashion
 Phonemic units are decoded and linked to form words
 Words phrases
 Phrases utterances
 Utterances texts
Top- down
 Listener reconstructs the original meaning of speaker
using incoming sounds and clues.
 Prior knowledge of context.
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10. Top – down view
 Discourse plan- selection of an appropriate overall
plan for their intended speaking activity: e.g., telling
stories, describing, obtaining information).
 Sentence plans – choice of syntactic forms to realize
the discourse plan.
 Constituent plan – individual constituents ( NPs,VPs,
tone groups) are filled out with particular words.
 Articulatory plans (also in writing )- a running
memory of the phonological shape of the utterance, with
all the intended words, inflections, stresses and
intonation.
 Articulatory – planned phonologically shape of
utterance is translated into actual movements of the
articulators .
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11. Listening sub-skill
 Recognize and produce the segmental
phonemes and suprasegmental features of
English
 Repeat ,after listening to tape ,short and
fairly longer sentences used in dialogues
 Recite with understanding a number of short
rhymes and songs
 Understand spoken instructions, directions, short
narrative and descriptive passages
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12. Speaking Sub skills :
 Producing the basic English segmental
phonemes i.e., consonants, vowels, and
diphthongs.
 Repeat after tape short sentences used in
dialogues.
 Act out dialogues already memorized.
 Give simple instructions and commands to each
other.
 Describe a process for doing a certain task.
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13. Format of listening lesson
- Pre –Listening
pre – teaching of all important new vocabulary in the
passage
- Listening
Extensive listening (followed by general questions
establishing context)
Intensive listening (followed by detailed comprehension
questions)
- Post –Listening
Analysis of the language in the text (why did the speaker
use the present perfect)
Listen and repeat: teacher pauses the tape, learners repeat
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14. Linguistic and extra linguistic cues to
understand spoken language
1. Schematic cues: Previous knowledge or experience
about the topic .
2. Contextual cues : knowledge of the situation and
the people involved in the conversation.
3. Systemic cues
A. Lexical cues (identifying heard sounds as words…..)
B. Syntactic cues
C. Phonological cues
D. Phonemic segments
E. Acoustics shape
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