Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
This powerpoint explains how language is being planned in the Phiippines. This may help the future educators out there as well as the teachers in profession.
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
This powerpoint explains how language is being planned in the Phiippines. This may help the future educators out there as well as the teachers in profession.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Teaching Communication Skills to Large Classesmarkkski1
This is Session 2 of the 2nd series of Video-Conferencing (VC) ELT (English Language Teaching) Lectures to Al-Quds Open University trainee teachers in Palestinian Territories. The 2ns series is delivered by Mark Krzanowski (LSHTM, University of London), Will McCurry (freelance), Prithvi Narayan Shrestha (the Open University, UK) and Jane McDonnell (Essex University), who are also part of an independent academic group MKUKED (www.mkuked.co.uk)
This presentation will provide you with the necessary tools and give you ideas on how to engage students in pronunciation practice. In addition, students will get aware of the importance of pronunciation
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
2. Types of spoken language
3. What makes speaking difficult
4. Microskills of oral communication
5. Types of classroom speaking performance
The goal of this publication is to challenge certain beliefs around language learning in order to remove perceived barriers for learning English as a second language, and has been specifically designed for Spanish learners.
Group presentation on "Speaking", based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapters 6, 7, 8 &; 9. U.K.: CUP.Choosing the linguistic features
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
4. Working collaboratively
Students in a FL or SL classroom can
be directed to help each other focus
on meaning and form after learning
specific strategies.
5. Why?
Strategic competence
Verbal and nonverbal
communication strategies that
compensate for breakdowns in
communication due to insufficient
grammatical or sociolinguistic
competence
(Canale & Swain, 1980)
6. Breakdowns in communication
occur
a) language form
b) language meaning
c) they lack strategies to keep the
conversation going
d) they lack strategies to make the
conversation meaningful for each other
8. Types of Oral Strategies
I. Oral communicative strategies:
strategies which help us to
keep the conversation going.
II. Oral negotiation strategies:
strategies which help us to
focus on form and meaning, so that
real communication is possible.
(McDonough, 2004) (Nakatani, 2005)
11. Time-gaining expressions (using filler
expressions to gain time to think)
really? de verdad?
¡Así!
uhm, let me see uhm, déjame
ver…
well….. bueno,
vale….
sure….. ¡Claro!
13. a.Make a positive comment or
a remark
- make a comment to keep the conversation
going
I don’t have a dog. Oh, how sad.
14. a. Comments or remarks show interest
and keep the conversation going.
I understand (entiendo)
I see
or, I see what you mean (ya veo)
Sounds good (suena bien)
Very good (muy
bien)
15. b. Shadow
by partially repeating
what the partner has said
I am from Kenya, Oh ! Kenya
and my family is !
very big.
16. 3. Help-seeking strategies
a. Ask for help
I don’t understand
What? What does XXX mean?
How do you say XXX?
b. Ask for repetition
Please repeat / can you repeat please?
c. Indicate there is a problem
louder please
I can’t hear you well
17. ¿Uhm.. I was
Ask for help
….uhm, I was….
¿How do you
born
say XXXX?
Oh, ok,
..I was born in
Holland.
18. 2 sets of strategies:
I. Oral communication strategies
II. Oral negotiation strategies
19. II. ORAL NEGOTIATION STRATEGIES
a. Clarification requests: one partner does not
understand well and requests an explanation.
A what? What did you say?
b. Confirmation checks: the listener checks that
he/she has understood his partner correctly.
Did you say XXXX?
c. Comprehension checks: to be sure our
partner has understood us.
Do you understand? Is it clear? Do you
agree?
(Oliver, 1998)
21. c. Comprehension checks
I have been to this
new store LIBRO
with my father, a
new store….
Do you
understand?
Yes, the
store is
LIBRO.
22. d. Negotiation strategies, which
focus on form:
Recast: your partner corrects your
language
Me like I like
golf. golf.
Yeah, I like
golf.
23. Explicit Correction: you correct
your partner by explaining what is
wrong
You need DO
You get up YOU before
early? GET UP.
DO YOU get up
early?
24. Benefits
1. BETTER LISTENERS
2. MAINTAIN A CONVERSATION
in the target language
3. TO FOCUS ON MEANING, to
achieve a coherent conversation in the
target language
4. TO FOCUS ON FORM and achieve
modified output
25. Final comments from the
literature
Knowing about communicative and
negotiation strategies may dispose
the students to work in a more
collaborative way, where both more
proficient and less proficient students
share more equally the role of expert.
(Storch, 2000)
27. • Language learners are frequently and
increasingly each other’s resources
for language learning.
(Pica et al. (1996)
• It is possible that they can also attend
to form.
(Long, 1996)
This slide is in Spanish, but I will show you the translation in English in a few seconds. There are two students talking about what they nave done. This dialog is authentic, I heard this coming from two of my students some years ago
These students are making mistakes, misunderstanding each other and accepting the misunderstandings without challenging each other. Research shows that Students often ignore breakdowns in communication in favor of task completion. I teach in an international environment and students come with many different language and cultural backgrounds. It is important to keep this in mind to understand why the girl perhaps did not understand her partner. So teaching students oral strategies come very handy and necessary.
I frequently ask my students to work independently in small groups because in this way they have more chances to practice new structures, vocabulary, new situations and to become more fluent in the target language. It is good that they work alone because they can help each other learn the language. But for this to happen, our role as teachers is to teach our learners oral strategies as early as possible.
Students learning a new language often lack strategic competence Communicative approaches to second language teaching and testing (1980) There are 3 components which are very component in the Communicative Approach: grammatical component, the sociolinguistic component and the strategic component.Very important if we are in an IB program is to emphasize the ATL : approaches to learning
They occur at the level of Language forms: errors in grammar, in morphology They also occur at the level of Language meaning; lack of vocabulary. expressionsWhat we realize from these breakdowns is that students lack Strategies to keep the conversation going: They also lack strategies that can help them to gain time to think ; to think of how to proceed with the conversation, and/or to mend these breakdowns and go back to a meaningful conversation
There is a clear breakdown in communication. There is a long pause and awkwardness.. They boy does not understand what the girl asked him. The girl does not really know what is the problem with what she is saying . They try a few things, which are good. What could have they done? The boy could have said WHAT DOES CUAL MEAN?
Communicative strategies: are more related to the sociolinguistic aspect of communication (maintaining communication) They also provide learners with a sense of security in the target language when they experience communicative problems (Dornyei, 1995)Negotiation strategies: are more related to the language aspect of communication. Strategies or expressions used by the speakers to make each other focus on specific structures or words and to negotiate their meaning or grammar, and hopefully modify language to make it more correct.When we teach them comm. strategies we have to teach them a variety of expressions in the target language that they can use to maintain comm.
Communicative strategies help the speakers to MAINTAIN COMMUNICATION and they give them a sense of security during the conversation. It helps them to have time to think, to avoid long awkward pauses and to ask for help. It helps them to STAY in the conversation, even if they cannot keep up with the topic of the conversation, because they can at least keep speaking in the target language. We, teachers, will provide them with certain expressions in the target language for this purpose.
In this case, both are talking about what they like to do, but the second girl (red haired) needs time to come up with something to say to continue the conversation. She needs time to think, so she uses an expression.
Some time-gaining expressions (some call them fillers) are these expressions in the target language which will help them to gain time to think.These expressions will help them to maintain the conversation. To avoid long pauses. We have to model them.
These strategies use expression that will help the students to show interest in what their interlocutor is saying and at the same time maintain the conversation.
The student is listening to his partner and making a remark before changing the topic. (The students begin to listen)
These are example of possible expressions we can give and teach our students to use to show interest.
b. Shadow to show that you are listening by partially repeating what the other had said. Shadowis useful when a student cannot come up with a comment or remark and so he can just take a segment of what his/her partner is saying and repeat it.
This expressions should be in the target language that we teach. The important thing is for the student, is to develop and havea repertoir of expressions in the target language that they can use in any conversation, but we teachers have to provide it to them, We have to model themSo, if the students cannot follow or keep up with the topic of the dialog, they can still be in the conversation speaking in the target language using the expressions of that repertoir.
So, teach them how to say HOW DO YOU SAY in french, german, spanish AND INSIST THAT THEY USE THEM.
These strategies focus more on the language itself. They are used to negotiate meaning during a conversation when the message is not clear.In a CLARIFICATION REQUEST, the listener, who has not understood well, request an explanation. It is similar to ASK for HELP
The listener checks that he has understood correctly a message, a word.In other words, Did you say XXXX? Or just paraphrase like in the example. Also, the girl might attempt to modify her output and say Many FRIENDS? (you want these modifications to occur)
This strategy is used to make sure that our partner has understood what we are trying to say. The speaker checks that his partner is understanding him.
Negotiation strategies work when we teachershighlightsthe importance of focusing on language and insitst to the learners that they have to help each other and correct each other
1. Working in small groups or pairs helps students to become better listeners, more attuned to their partners.2. Teaching oral language strategies help our students to know how to act or proceed when they encounter difficulties in a conversation, so that the conversation can be maintained.Learners can help each other to focus on forms (grammar structures). They can be good sources or knowledge for each other and point to mistakes.This happens when students change their speech, they make it more correct, in order to be understood by their partners.
In part, these are ideas are based on The constructivism movement in education: is a cognitive approach to learning from the 20th century. It views the learner as actively involved in his/her own learning and making sense of the world through his/her thoughts and experiences. It allows for a more child-centered type of education.