The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.

1. Teaching Speaking & Listening through Communicative Activities Erin Lowry English Language Fellow Workshop for Universidad Católica del Occidente November 12, 2007

2. The Challenge To integrate skills To provide opportunities for authentic communication contexts To give a reason for communication (information gaps) To assess these skills in an objective manner

3. TEACHING LISTENING

4. What Makes Listening Difficult? Clustering Redundancy Reduced forms Performance variables Colloquial language Rate of delivery Stress, rhythm, and intonation Interaction

5. Principles for Teaching Listening Expose Sts to different ways of processing information Bottom-up vs. Top-down Expose Sts to different types of listening Teach a variety of tasks Consider text, difficulty, and authenticity Helgeson, 2003

6. Types of Classroom Listening Reactive Intensive Responsive Selective Extensive Interactive Brown, 2001

7. Principles for Designing Listening Techniques Use techniques that are intrinsically motivating Use authentic language and contexts Carefully consider the form of listeners’ responses Encourage the development of listening strategies Include bottom-up and top-down listening techniques Brown, 2001

8. Successful Listening Activities Purpose for Listening A form of response (doing, choosing, answering, transferring, condensing, duplicating, extending, conversing) Repetition depends on T objectives and students’ level A motivating listening text is authentic and relates to students’ interests and needs Have the skills integrated Stages: Pre-task , While-task, Post-task

9. Listening Strategies Teach student how to listen Looking for keywords Looking for nonverbal cues to meaning Predicting a speaker’s purpose by the context of the spoken discourse Associating information with one’s existing background knowledge (activating schema) Guessing meanings Seeking clarification Listening for the general gist For tests of listening comprehension, various test-taking strategies

10. Easy-to-plan Pre-Listening Activities Brainstorming Think-Pair-Share Word Webbing/Mind Mapping Team Interview

11. Easy-to-plan Listening Tasks Agree or disagree (with explanation) Create Venn diagrams List characteristics, qualities, or features Strip story (sequencing game) Match speech to visuals Compare and contrast to another speech or text Give advice

12. More Listening Tasks Compare and contrast to your own experience Create your own version of the missing section Plan a solution to the problem Share reactions Create a visual Reenact your own version

13. Easy to Plan Post-listening Assessments Guess the meaning of unknown vocabulary Analyze the speaker’s intentions List the number of people involved and their function in the script Analyze the success of communication in the script Brainstorm alternative ways of expression

14. TEACHING SPEAKING

15. Distinctive Feature Syllable PHONOLOGY MORPHOLOGY SYNTAX DISCOURSE STRESS RHYTHM INTONATION

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

17. Principles of Teaching Speaking Beginners Provide something for the learners to talk about Create opportunities for students to interact by using groupwork or pairwork Manipulate physical arrangements to promote speaking practice Bailey, 2005

18. Principles of Teaching Speaking Intermediate Plan speaking tasks that involve negotiation for meaning Design both transactional and interpersonal speaking activities Personalize the speaking activities whenever possible Bailey, 2005

19. Principles of Teaching Speaking Advanced Help learners to combine fluency and accuracy Encourage learners to take reasonable risks when speaking Provide opportunities for learners to notice the gap Bailey, 2005

20. Tasks & Materials Conversations, guided conversations & interviews Information gap & jigsaw activities Scripted dialogues, drama, & role-play Logic puzzles Picture-based activities Physical actions in speaking lessons Extemporaneous speaking

21. Questions? Email: [email_address] Website: http://elowry.wikidot.com Blog: http://irwyn12.blogspot.com

22. References Bailey, K.M. (2005). Practical English Language Teaching: Speaking . New York: McGraw-Hill. Bishop, G. (2006). AP State English Lecturers Retraining Program Teacher’s Handboook . Senior ELF Seminar Series given in Hyderabad, India. Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy . White Plains, NY: Longman. Helgesen, M. (2003). Listening. In D. Nunan (Ed.). Practical English Language Teaching . New York: McGraw-Hill. Liao, X.A. (2001). Information Gap in Communicative Classrooms. EL Forum, 39 (4). Retrieved from http://exchanges.state.gov/forum/vols/vol39/no4/p38.htm . Lynch, T. (2003). Communication in the language classroom . Oxford: Oxford University Press. Richards, J.C. & Renandya, W.A. (eds.) (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press. Slagoski, J.D. (2006). Teaching Listening Skills. Senior ELF Seminar given in Samara, Russia. Retrieved from http://slagoski.googlepages.com/downloadpresentations .