WHAT CAN YOU SAY ABOUT THIS VIDEO?

-Principle of teaching listening and speaking

-Types of listening and speaking-Integrated activities

-Assessing listening and speaking

THE TEACHING AND ASSESSING OF LISTENING

AND SPEAKING SKILLS

GROUP MEMBERS:1.Muhammad Rafiq bin Razali2.Nor Azah bt Sarip @ Khalid3.Nor Faa’iza bt Taib

TEACHING LISTENING

WHAT ARE SOME OF THE MOST COMMON LISTENING SITUATIONS?

listening to live conversationslistening to announcements (at airports, railway

stations, bus stations, etc)listening to/watching the news, the weather

forecast on the radio/TVlistening to the radio/watching TV for

entertainment watching a play/movielistening to records (songs, etc)following a lesson (at school)attending a lecturelistening on the telephonefollowing instructionslistening to someone giving a speech/a public

address

Principle of Teaching Listening

1. Focus on processListening is not a passive activity. We must do many things to process information that we are receiving. Paying attention. Constructing meaningful messages in the mind by relating what we hear to what we already know (previous knowledge).

So it is very important to design tasks the performance of which show how well the students have comprehended the listening material.

2. Combine listening and speakingTwo problems with the traditional

listening classroom: No opportunities to practise listening and speaking skills together;

The questions only test the students, rather than train the students how to listen or how to develop listening strategies

3. Focus on comprehending meaningIn the traditional textbooks, the

listening exercises are to test the students’ memory, not their listening comprehension.

Psycholinguistic studies have shown that people do not remember the exact form of the message they hear, i.e., they don’t remember what they hear word for word, rather, they remember the meaning.

4. Grade difficulty level appropriatelyThree factors that may affect the difficulty level of listening tasks: Type of language used; Task or purpose in listening;Context in which the listening occurs.

Which of the following would you use for intermediate middle school students? In what order?

A videotape of a talk by a native speaker about the school life of middle school students in the United States;

A live talk by a competent English-speaking Chinese psychologist about effective study habits;

An audiotape of an interview with a native English speaker talking about her experiences living in China;

An audiotape of the news from CRI (China Radio International)

4. Grade difficulty level appropriatelyThe teacher need to evaluate the

tasks provided in textbooks, adapt and design tasks to provide more variety. Variety does not only help students remain interested and motivated to learn, but also provide practise in the many types of listening situations which learners will encounter in real life.

5. Carefully consider the form of listener’s responses.

Often we ask students, “Do you understand?” Of course, the response is always, “Yes!” However, how can you know if students truly understand without something concrete or observable?

Lund (1990) provided a comprehensive list of ways to check students’ comprehension:

Showing listening comprehension by…

Doing: listener responds physically to a commandChoosing: listener selects from alternatives such as

pictures, objects, and textsTransferring: listener draws a picture of what is heardAnswering: listener answers questions about the

messageCondensing: listener outlines or takes notes on a

lectureExtending: listener provides an ending to a story heardDuplicating: listener translates the message into the

native language or repeats it verbatimModeling: listener orders a meal, for example, after

listening to a model orderConversing: listener engages in a conversation that

indicates appropriate processing of information

6. Encourage the development of listening strategies.

Again, it is extremely important to build listening strategies. This cannot be emphasized enough. Building strategies that help students improve their listening comprehension beyond the classroom should be the most important goal.

See the following list of important strategies to build:

Listening strategies to build:looking for keywordslooking for nonverbal cues to meaningpredicting a speaker’s purpose by the

context of the spoken discourseassociating information with one’s existing

cognitive structure (activating background information)

guessing at meaningsseeking clarificationlistening for the general gistvarious test-taking strategies for listening

comprehension

7. Include both bottom-up and top-down listening strategies.

It is important to use both bottom-up and top-down techniques when teaching listening. With young learners who are at the beginning stages, it could be easy to focus too much on bottom-up techniques, so be very wary of which of the skills each listening activity focuses on and strike a good balance between the two.

Bottom-up

Bottom-up processing = proceeds from sounds to words to grammatical relationships to lexical meanings, etc. to a final message.

Bottom-up techniques usually focus on sounds, words, intonation, grammatical structures, and other components of spoken language.

Examples:Students listen to a pair of words and circle if the

words are same or different.Students match a word they hear with its picture.Students listen to a short dialogue and fill in the

blanks of a transcript.

Top-down

Top-down processing = begins with the schemata or background knowledge that the listener brings to the text.

Top-down techniques focus on the activation of background knowledge and the meaning of the text.

Examples:Students listen to some utterances and describe the

emotional reaction they hear: happy, sad, etc.Students listen to a sentence describing a picture

and select the correct picture.Students listen to a conversation and choose a

picture showing the correct location of the dialogue.

Types of Listening

1. Informational ListeningGoal is to accurately receive

information from another personDoes not involve criticizing or

judging, only learningSample scenarios include following

directions, exchanging ideas, or learning about someone through personal stories

2. Critical ListeningGoal is to consider ideas heard

from a speaker to decide if they make sense

Helps with making decisions based on logic and evidence, rather than on emotion

Sample scenarios include listening to a political debate, a talk radio program, or a restaurant critique

3. Appreciative ListeningGoal is to listen for enjoyment or

entertainmentDoes not involve analyzing or

evaluating informationSample scenarios include

attending a rock concert, listening to music at home, or going to a Broadway show

4. Empathic ListeningGoal is to understand what the

speaker is saying and feelingInvolves making an effort to look

at the world through someone else’s view

Sample scenarios include listening to an irate client, helping a friend with an emotional situation, or listening to someone who received bad news

Assessing Listening

Intensive Listening1. Recognizing Phonological & Morphological

Elements

a. Phonemics pair, consonants

Test-takers read : a. He’s from California b. She’s from California

b. Phonemics pair, vowels

c. Morphological pair, -ed ending

Test-takers read : a. Is he leaving ? b. Is he living?

Test-takers read : a. I missed you very much b. I miss you very much

d. Stress Pattern in can’t

e. One-word stimulus

Test-takers read : a. My girlfriend can’t go to the party b. My girlfriend can go to the party

Test-takers read : a. vine b. wine

2. Paraphrase Recognition

a. Sentence paraphrase

Test-takers read : a. Keiko is comfortable in Japan b. Keiko wants to come to Japan

c. Keiko is Japanese d. Keiko likes Japan

b. Dialogue paraphrase

Test-takers read : a. Tracy lives in the United States

b. Tracy is American c. Tracy comes from Canada d. Maria is Canadian

Responsive Listening1. Appropriate response to a question

Test-takers read : a. In about an hour. b. About an hour

c. About $10 d. Yes, I did

2. Open-ended response to a question

Test-takers read write or speak :_______________

Selective Listening

Selective listening, in which the test-taker listen to a limited quantity of aural input and must discern within it some specific information

Listening Cloze(cloze dictations or partial dictations)

It requires the test-taker to listen a story monologue, or conversation and simultaneously read the written text in which selected words or phrases have been selected

In a listening cloze task, test-takers see a transcript of the passage that they are listening to and fill in the blanks with the words or phrases that they hear

Test-takers write the missing words or phrases in the blanks

Flight to Portland will depart from gate at P.M

Flight to Reno will depart at P.M from gate seventeen

Extensive Listening

1. Dictation: widely researched genre of assessing listening comprehension

> 50 – 100 words

> recited 3 times: normal speed, long pauses between phrases, normal speed

Difficulty can be manipulated by:

The length of the word groupThe length of pausesThe speedComplexity of the discourse, grammar and

vocabularyScoring (spelling, grammatical, additional words,

replacement)

Identifying the target groups1) Beginners2) Intermediate learners3) Advance learners

Beginners1) Characteristics

- Cannot even distinguish an English speech sound from the noises in the environment or the sounds of others they do not know- Have no idea what a word or phrase begins and where it ends- Have no idea of the rules of English pronunciations or grammar

Beginners2) Suggested teaching-learning strategies

(a) Length of input- Do not give more than one to three minutes ‘ worth of listening materials

to process at one time

Beginners

Beginners(b) Type of input

- Short basic sentence, clear pronunciation, small stack of words, no background noise.

- Select words/ideas/events that can be visualized

- Select the materials that are related to objects in the classroom

Beginners

Beginners- Use pictures, gestures and facial

expressions. E.g: telling a simple story- Focus on specific aspect of listening.

E.g: minimal pair of discrimination, distinguish between questions and statements using intonation pattern

Beginners

Beginners(c) Speed of delivery

- Do not slow down tour speech too much. It can prevents them from learning the natural rhythms and phraseology of English

(d) Outcome of listening- Build in a lot redundancy so that pupils can get the answers without too much difficulty or anxiety.

Beginners

Intermediate Learners1) Characteristics

- Have fairly good gasp of the phonemic system of English but as most of the listening they did at the beginners’ level fully-scripted texts, they would still have difficulty with authentic texts.

Intermediate Learners2) Suggested teaching-learning strategies

(a) Length of input- They can listen to the listening

materials for 5 to 10 minutes each time

Intermediate Learners(b) Types of input

- Include two-way communication with more than one speakers- Use Malaysian English as a major

portion but simple example of the major varieties, e.g American and British English can be introduced.

- semi-scripted input

Intermediate Learners- Use a lot of redundancy when

introduce non-scripted (authentic) materials to them.

- Introduce them to more difficult sub-skills. E.g : “Do you mind?” would sound like “dju mind?”

Advanced Learners

1) Characteristics- Have become very proficient in the language- Can handle incomplete text and background noise- Learns to use compensatory strategies – if he fails to hear something, he tries to infer what it could have been, using information in the rest of the talk that he did manage to hear.

Advanced Learners

2) Suggested teaching-learning strategies- Use a variety of authentic texts. Select the texts that are useful for students’ present and future needs- Emphasis in areas where Malaysians are known to have problems. E.g: in recognizing intonational differences- Give practice in listening to all major varieties of English. E.g: British English, American English and Australian English.

Planning A Listening Lesson

Pre-Listening• Teacher does one or more of the following

things:– Tries to rouse the students’ interest in what

he is about to listen – Makes the students actively aware of

information/experiences– Does various things that help the students to

acquire or revise the language that would help him to understand the listening input

– Give pupils a purpose for listening

Pre-ListeningCommon Activities:

Informal teacher talks and class discussionLooking at pictures and talking about themMaking list of possibilities/suggestionsReading a related textPredicting outcomes

While-ListeningContain teaching pointsSome common activities:

Answering multiple-choice questionsTrue/false questionSpotting mistakes

Post-ListeningStudents may be given the tasks that are

spin-offs of the main activityExample, pupils may discuss how the

information/story they have listened to, relate to their own views on the subject (speaking) or write a letter to the speaker expressing a personal response to what the speaker said.

Post-ListeningSome common activities:

Extending list given in the main activity from students’ own experiences/knowledge

Extending notes into full-fledge written assignment or as basis for speech

Using information obtained from listening for problem-solving

Sub-skills Scope

1.3 Listen to and follow instruction and direction

-Activities- Processes

1.4 Listen to, understand and extract specific information from a variety of texts for various purposes

-Main ideas- Supporting details- Cause-and-effect relationship- Sequences

1.6 Listen and respond to simple poems, stories and plays

-Give opinion- Relate text to personal feelings, observation, previous knowledge

PRINCIPLES FOR TEACHING

SPEAKING SKILLS

PRINCIPLE 1 1. Take account of the student as a person

be sensitive, sympathetic and encouraging select material that is motivating and within their abilityChoose materials that suit their age, interest, experiencesRelate materials to students’ interest and life

PRINCIPLE 22.Reduce anxiety by moving from easy to less easy

help students take short turns- respond to invitation, greetings or questioningprovide a familiar environment-earliest stage- beginning stage – advanced stage. use information-gap activities

PRINCIPLE 33. Maintain a careful balance between accuracy and fluency

provide practice in pronunciation, words stress, sentence stress, intonation and pause provide opportunities for fluent use of speech Accuracy = range of correct and appropriate words and structure, correct phonological featuresFluency = smooth, not have too many unnecessary pause when lost words.

PRINCIPLE 44. Provide a good model for students to imitate

learn to speak English acceptably yourself! repeatedly use target speech patterns consciously teach correct pronunciation, etc

Principle 55. Provide appropriate stimuli for eliciting speech

picture, stories, songs, conversations, etc books, radio, TV, cinema, audio and video cassettes, etc

Principle 66. Vary classroom interaction modes

individual to whole class pair work group work

Principle 77. Give clear instructions

speak loudly, slowly and clearly demonstrate the proposed task

Principle 88. Monitor student activity continuously

encourage those who find the activity difficult note down common and recurring errors praise students who perform well or try hard

Types of speaking

IntroductionThere are basically four types of

speaking: informative persuasive, ceremonial

. Each type of speaking is different from the other and has specific characteristics.

Informative

When a person gives a speech before an audience to impart information on a particular topic or issue, it said to be an informative speech.

some examples of informative speeches: Business presentations, seminars in colleges, class presentations in schools•

PersuasivePersuasive speeches are those where one tries

to persuade or convince a group of people.

These speeches aim to influence and change the opinions of the audience.

The most important point that has to be kept in mind here is that if you want to influence others' views and ideas, you have to show your enthusiasm while speaking.

Ceremonial

are usually given on occasions like: weddings, funerals,graduation parties, retirement parties etc.

The most important factor to make these

speeches effective is to add a personal touch to it.

The speech can be humorous, touching or emotional, as per the occasion and the mood. However, one should take utmost care not to hurt feelings by making snide remarks about them.

Integrating the Language Skills

The Integrated Skills is excellent to improve your English structure and grammar skills. You will focus on speaking, grammar, vocabulary, reading and writing skills in a time.

AdvantagesTeachers are able to track students’

progress in multiple skills at the same time.

Also, skill integration allows for growth in all main skill areas at the same time, this allows students to be able to use their strengths in order to help them grow in their weaknesses.

This advantage also relates to motivation, because if the learner is a weak reader, but a very strong speaker, they may be prevented from becoming discouraged and unmotivated to continue learning the language. 

In other words, if a student is particularly strong in reading, they may be able to use this skill to help them with listening

Integrating the Language Skills:

In order to integrate the language skills in instruction,

teachers should consider taking these steps:

¨ Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination).

¨ Reflect on their current approach and evaluate the extent to which the skills are integrated.

¨ Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax vocabulary, and so on.

¨ Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks.

¨ Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills.

What are the key features of effective assessment in

speaking?Be clear about what is being

assessed. It is not the accent or dialect that is being assessed, the

length of the contribution, the opinion expressed or their confidence and leadership

qualities.

But it is:

the effectiveness of their talk, including adaptation to purpose, context and audience.

a contribution that shows positive and flexible work in groups;

a contribution that builds on that of others – showing evidence of responding.

clarity in communicating, including the use of reason, clear sequencing of ideas and the use of standard English.

What does our plan look like for assessment in school?

In school, how you will assess Speaking ?You might include the following:

encouraging children to assess and evaluate their own and each other’s performance.

systematically collect concrete evidence of talk in the form of group observation sheets, video and audio recordings, written logs and diaries.

summarising achievement; for example, at the end of a term or year, in order to provide information to help plan for progression in the most appropriate way;

standardising assessments by visiting each other’s classrooms and discussing performance, both within school.

Examples of criteria:

Content GrammarVocabularyEffort Pronunciation Word Choice

Comprehension Intonation Accent Organization Eye Contact Fluency Comfort level

Make a rubric….

A rubric is a description of what the students should be able to achieve. It is meant tocommunicate to BOTH students and teachers what the student CAN do and what theymust then do to improve.

Criteria Level 1 Level 2 Level 3 Level 4

Assessing through an Interview.Assessing using retelling.Anecdotal Records.Audio Recording.