listening and speaking skils

1. LISTENING AND SPEAKING
Yuleyzi Márquez
Junio, 05 de 2012

2. LISTENING AND SPEAKING
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3. HISTORY
-1950’s 1960’s ------------Listening laboratory
-1980’s ------------------------Personal computer
- Computer-assisted language learning (CALL)

4. -Commercially produced CDs
-Commercially Produced videos
-Self-made CDs
-Self-made videos
-Overhead projection, among others.

5. What are some of the benefits of the use of
the so called CALL?

6. -Multimodal practice with feedback
-Individualization in a large class
-Pair and small group work on projects, either
collaborative or competitively
-The fun factor
-Variety in the resources available and learning styles
used
-Exploratory learning with large amounts of language
data
-Real-life skill- building in computer use (Brown, D
2001)

7. “Given that communicative competence is the goal of a language
classroom, instruction needs to point toward all its components:
organizational, pragmatics, strategy and psychomotor
.Communicative goals are best achieve by giving due attention to
language use and not just usage, to fluency and not to accuracy, to
authentic language and context , and to student’s eventual need to
apply classroom learning to previously unrehearsed contexts in
the real world” ( Brown, D 2001 p. 68 )

8. “ The importance of listening language learning can
hardly be overestimated. Through reception, we
internalize linguistic information without with we could
not produce language” ( Brown, D 2001 p. 247)

9. Listening Comprehension in Pedagogical Research
-Total Physical Response (TPR). James Asher
-Natural Approach. Stephen Krashen
Pedagogical research was focused on the role of
listening comprehension in the late 1970’s and showed
evidence of the importance of input (comprehensible
input), and intake.

10. Teaching Comprehension in Pedagogical Research
Later pedagogical research showed the effect of
contextual characteristics such as text, interlocutor, task,
listener ,and process characteristics.

11. Listening as an Interactive Process
Listening comprehension is an interactive process.
According to Clark and Richards it contains eight
processes:
- The hearer processes raw speech.
- The hearer determines type of speech.
- The hearer infers speaker’s objectives
- The hearer recalls background information

12. Listening as an Interactive Process
- The hearer assigns literal meanings to utterances
- The hearer assigns and intended meaning to the
utterances he/she hears.
- Then, he/she determines whether the information
should be retained in short or long term memory.
- Finally, The hearer deletes the form in which the
message was received and retains what is important.

13. Types of Spoken Language
-Monologue (planned, unplanned )
Difficult easy
to understand

14. -Types of Spoken Language
-Dialogue ( interpersonal, transactional)
Promotes social relationship To convey factual
information

15. What makes listening difficult?
There are some factors of spoken language which
second language learners need to pay special
attention to because they influence the processing of
speech which is crucial for having comprehension
Such factors are: clustering, redundancy, reduced
forms, performance variables, colloquial language,
rate of delivery, stress rhythm and intonation.

16. Type of Listening Performance in the Classroom
The knowledge of different types of listening
performance is crucial for teachers , that is what
students do in a listening technique ,in order to select
what to use .These are:
-Reactive
-Intensive
-Responsive
-Selective
-Extensive
-Interactive

17. Type of Listening Performance
Reactive: Technique in which a learner listens to the
surface structure of an utterance and repeats it back
to the teacher.
Intensive: Technique that focus on components of
discourse (phonemes, words, discourse, markers,
etc).Here students just single out elements of spoken
language ( bottom-up skills are included here)

18. Type of Listening Performance
Responsive: Short stretches of teacher language
designed to elicit answers.(questions, commands,etc)
Selective: The student scans material for certain
information . The goal is to find important
information in a field of distracting information
Extensive: The aim in this case is a top-down global
understanding of spoken language, and to get a
comprehensive message or purpose

19. Type of Listening Performance
Interactive: This listening performance can include
all five of the above as learners participate in
conversations, role play; among others. Listening
should be integrated with speaking and other skills

20. Principles for Designing Listening Skills
- Do not overlook those techniques directly related to
the development of listening skill.
- Use techniques that are motivated to our students.
-Use authentic language and contexts.
-Consider the form of listener’s responses since
comprehension is not externally observable.
-Encourage the development of listening strategies in
order to help students learn by their own.
-Include both bottom-up and top-down listening
techniques
-Consider the level of proficiency.

21. Some factors studied previously such as type of
spoken language , factors that make listening difficult
and listening microskills are closely related to the
oral code and consequently to the teaching of
speaking too.
The interaction of listening and speaking
performance apply strongly to conversation

22. Oral Communication Skills in Pedagogical Research
Conversational Discourse:
According to Richards :
“…The goals and the techniques for teaching
conversation are extremely diverse, depending on the
student, teacher, and overall context of the class” (
Brown, D p.268)
Research on the area has provided some parameters
for the design of objectives and techniques

23. Oral Communication Skills in Pedagogical Research
Teaching Pronunciation:
Most of people are not going to acquire foreign- like
accent ,but emphasis on pronunciation is necessary
Accuracy and fluency
In the mid to late 1970’s some teachers turn away
from accuracy (clear, articulated, grammatically and
phonologically correct) in favor to natural language
(flowing, natural)activities in the classroom ,but
recent research has highlighted the importance of
both .

24. Oral Communication Skills in Pedagogical
Research:
Affective Factors:
Because of the language ego ( you are what you
speak) .Learners are reluctant to be judged by
hearers and sometimes avoid speaking. Teachers
should encourage students to speak.
The Interaction Effect :
The biggest difficulty of students is the interactive
nature of communication). According to David
Nunan:

25. Oral Communication Skills in Pedagogical
Research
“…what he calls interlocutor effect, or the difficulty
of a speaking task as gauged by the skills of one’s
interlocutor. In other words, one learner’s
performance is always colored by that of the person(
interlocutor) he or she is talking with.” ( Nunan in
Brown, p.269)

26. What Makes Speaking Difficult?
The same factors of spoken language that make
listening difficult should be considered here , but this
time taking into account that the producer is the
student. Those factors are: clustering, redundancy,
reduced forms, performances variables, colloquial
language, rate of delivery, stress, rhythm and
intonation and interaction.

27. Types of Classroom Speaking Performance
Imitative:
Learners can practice intonation contour or try to
identify a vowel sound. The purpose here is to focus
on some particular element of language. Meaning is
not important here.
Intensive
Any speaking performance that is designed to
practice some phonological or grammatical aspect of
language.

28. Types of Classroom Speaking Performance
Responsive:
Students speech consist on replies to teacher or
student-initiated questions. This answers are enough
and do not require a dialogue.
Transactional (dialogue):
The purpose is to exchange specific information.
Dialogues are predominant here and can be part of a
group work activity.

29. Types of Classroom Speaking Performance
Interpersonal (dialogue):
This kind of dialogue has the purpose of maintaining
social relationship. It can involve some of the
following factors: a casual register, colloquial
language, emotionally charged language, slang,
ellipsis, sarcasm, a covert agenda

30. Types of Classroom Speaking Performance
Extensive (monologue):
At intermediate to advanced levels students give
extended monologues in the form of reports,
summaries or speeches. These monologues can be
planned or un planned, but most of the time are
formal.

31. Teaching Conversation
Two approaches are involved in current teaching
conversation : An indirect and a direct approach
Indirect Approach to Teaching Conversation
Students acquire conversational competence by
participating in meaningful tasks .
Direct Approach to Teaching Conversation
A direct approach calls students attention to
conversational rules, conventions and strategies

32. Teaching Pronunciation
Since audiolingualism, pronunciation component has
been a key factor, but in different ways. Current
approaches have highlighted its importance and its
features “… stress, rhythm and intonation are given
high priority. Instead of teaching only the role of
articulation within words, or at best, phrases, we
teach its role in a whole stream of discourse( Brown,
p.283)
The way in which sounds are organized is more
important because that affects understanding.

33. Teaching Pronunciation
Factors that affect pronunciation
The following factors are related to learners
Native Language:
Because of the lack of a sound in the mother tongue
language system ,pronunciation of a sound in L2 can
be troublesome.

34. Teaching Pronunciation
Factors that affect pronunciation
Age:
According to The Critical Period Hypothesis there is
a biological timetable and beyond the age of puberty
is more difficult to acquire a foreign-like accent.
Children under this age are likely to acquire a foreign
like accent if they are expose to the language in
authentic contexts.

35. Teaching Pronunciation
Factors that affect pronunciation
Exposure:
Exposure has to do not only with living in a foreign
country, but with taking advantage of living with
people. The quality and intensity of exposure is more
important than the length of time .

36. Teaching Pronunciation
Factors that affect pronunciation
Innate Phonetic Ability :
Some people are more talented than others or have
a good “ear” for language.
Identity and Language Ego:
One’s attitude towards target language speakers .
Students need not to be afraid of the second identity
that may be emerging within them.

37. Teaching Pronunciation
Factors that affect pronunciation
Motivation and Concern for Good Pronunciation
Motivation is a crucial factor in learning a language .
We teachers, can help students to perceive or
develop that motivation how clarity of speech is very
significant in shaping their self- image and reaching
some other goals.

38. CONCLUSION
There are several factors involved in the teaching and
learning of listening and speaking that we as teachers
should take into consideration at the time of planning
our classes.
Technology is a topic in vogue and a wonderful tool
which can help us to mediate the process of learning
of our students. There are not specific recipes for
incorporating technology in the classroom. There is a
range of t tools that varies from PC to E-mails that
we can use taking into account students needs and
goals of the class.

39. REFERENCES
Brown, D. (2001). Teaching by Principles An
Interactive Approach to Language Pedagogy
United States of America. Pearson Education.