Topic 2 Listening and Speaking

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WAJ3103 English Language Proficiency 11

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TOPIC 2 Listening and Speaking

2.1 Synopsis

This topic is an extension of the Listening and Speaking module in WAJ3102.

This unit enables you to acquire the skills in listening and speaking. Listening is a skill,which can be developed by knowing what it is and acquiring some effective strategiesand techniques of successful listening. Speaking involves a number of routinesconducted simultaneously by the speaker and the listener.

2.2 Learning Outcomes

2.2.1 Listen critically and respond appropriately to various stimuli.

2.2.2 Listen for meaning and understanding of a variety of texts and give personalresponse.

2.2.3. Communicate fluently, correctly and confidently in a variety of situations.

2.2.4 Assess own language progress through reflections/journals.

2.3 Topic Framework

2.4 Listening SkillsListening is a very important skill that everyone should master because we spend nearly60% of our working hours listening to a variety of things being said to us and around us.Listening is the ability to identify and understand what others are saying. This involvesunderstanding a speakers accent, his grammar and vocabulary, and grasping his

LISTENING

Listening SkillsWhat makes a

good listening

text?

EffectiveContent and

Delivery for

Listening

Listening

Practice to a

Variety of texts

Oral Response

to Speeches

and Lectures

Linking words

and Connectors

Effective

Communication

Group

Presentations

SPEAKING


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meaning. An able listener is capable of doing these four things simultaneously. A series ofmicro-skills are involved while one is listening. They include the following:

2.4.1 Predicting what people are going to talk about

2.4.2 Guessing unknown words or phrase

2.4.3 Using ones background knowledge of the subject

2.4.4 Identifying relevant points

2.4.5 Retaining relevant points (note-making, summarizing

2.4.6 Rejecting irrelevant point

2.4.7 Recognising discourse markers (e.g. well, oh, besides, anotherthing, Recognising cohesive devices (e.g. such as, which, however,etc)

2.4.8 Understanding different intonation patterns and uses of stress2.4.9 Understanding inferred information

2.5 What Makes a Good Listening Text ?

To answer this question we will have to look at two aspects ,Content and Delivery

Delivery

2.5.1 Delivery must be convincing

2.5.2 It must be gripping

2.5.3 Presents new information

2.5.4 Delivery is clear and unambiguous in terms of accent

2.5.5 Quality of recording .Is the recording clear? Will background noise affect

comprehension

Content

What is effective content for Listening ?

Look at the features given in the following table.

Features Questions to ask

Interest factor Will this be interesting for my students?

Genre Is it in a genre easily recognised by my students?

Cultural accessibility Will my students understand the context and ideas?


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2.6 Listening is an active process

Listening is an active process and has three basic steps. They are hearing,understanding and judging

2.6.1 HearingHearing means listening enough to catch what the speaker is saying.For instance, if you were listening to a verbal documentary on catsand the speaker mentioned that many animals belong to the catfamily. If you can repeat the fact, then you have heard what has beensaid.

2.6.2 UnderstandingUnderstanding happens when you take what you have heard andunderstand it in your own way. Lets go back to the documentary oncats. When you hear that many animals belong to the cat family,

think about what that might mean. You may think, Maybe this meansthat animals having certain features an

2.6.3 JudgingJudgingoccurs when you understand what the speaker has said andthink about whether it makes sense. Do you believe what you haveheard? You might think. How could animals which we call bydifferent names be all in the cat family? But, then again, when webring in our knowledge of the world about human beings for example,we fall under one category called human beings and yet categoriseourselves as being Malay, Chinese, Indian, and others, according

to our race. Thus, the information in the documentary we have justlistened to seems believable.

Speech acts/ Discoursestructure

Does it discuss abstract concepts or is it based oneveryday transactions?

Information Too much information given at one time? Or too little ?

Language level Is the majority of the vocabulary and grammar

appropriate for my students?

Lenght Will I need to cut part of the recording because it is toolong? Or is it too short?


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2.7 LISTENING STRATEGIES

Listening is a demanding process. In order to function efficiently in the English language,you must develop good listening strategies which will help you to listen, process andrespond to information in both academic and social contexts. Some good listeningstrategies that can help you to listen better include the following:

2.7.1 Concentrate and focus on the listening text/speech.

2.7.2 Listen with a purpose. Decide what information you should listen for and whatyou can ignore.

2.7.3 If you are going to hear it only once, try to grasp the gist of the text/speech. Donot worry about understanding all the words you hear or even trying to memoriseevery detail.

2.7.4 If you are going to hear it more than once, try to grasp the general meaning of

the text/speech the first time you listen to it. When you listen to the text thesecond time, concentrate on identifying specific details or key words.

2.7.5 Guess the meaning of unfamiliar words by paying attention to the context inwhich they occur.

2.7.6 Learn to process information quickly or in real time because in real life situation,you often hear something said only once.

2.8 HOW TO BE A GOOD LISTENER

2.8.1 Give your full attention to the person who is speaking or to the text or speech youare listening to.

2.8.2 Make sure your mind is focused.

2.8.3 Let the speaker finish before you begin to talk.

2.8.4 Listen for main ideas. They are the most important points the speaker wants toget across. They may be mentioned at the start or at the end of the talk, andrepeated a number of times.

2.8.5 Jot down some important points given by the speaker. (If you are listening toidentify important points or to summarise the speech later)

2.8.6 Pay particular attention on the use of discourse markers and cohesive devices bythe speaker


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2.9 LISTENING FOR MEANING

In order to make sense of what is being communicated listening involves hearing,

understanding and judging. This follows a sequence; listening to a speaker will

trigger meaning which in turn signals to the listener to give an appropriate

response.The response can be in any form as long as it follows up to show that the

listener understands. If meaning is unclear, follow-up can be in the form of asking for

clarification to ascertain a fact. This can be seen in the following sequence.

2.9.1 Listening for meaning sequence

Listening effectively for meaning in a dialogue involves the following sequence:

Trigger meaning

Signal meaning

Response to signal

Follow-up shows understanding

Task 1:

Group work Get into groups of 4. Get 2 group members to carry out the conversation. The

other two will listen to the following conversation and indicate the language function and the

sequence as:

T for Trigger; S for signal; R for response; F for follow-upSequence Function

F2 Mahmud: Ah, Mahmud loves to play,to play competitive games, gets upset 0. T 0. to informwhen he loses.

F1 Mmm, pardon? 1 ____ 2. __________

F2 Huh? 3. _____ 4. __________

F1 Pardon? 5. _____ 6. __________

F2 Gets upset when he loses. 7._____ 8. __________

F1 Huh? 9._____ 10. _________


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F2 Loses. 11._____ 12._________

F1 Mmm. Mmm. He likes to ball, play ball 13._____ 14._________games you mean?

F2 Thats right. Thats what I mean. 15. ____ 16._________

(Pica, Holliday, Lewis, Berducci & Newman, 1991,)

3.0 CRITICAL LISTENING

Critical listening is a form of listening that involves analysis, critical thinking and judgment.

Making judgments during listening is often considered as a barrier to understand a person,and there's a lot of truth in that. However, critical listening occurs when you still want to

understand what the other person is saying, but also have some reasons or responsibility to

evaluate what is being said to you and how it is being said. For example, if there's an

upcoming election and you need to decide who to vote for, you probably use some form of

critical listening when you watch a televised debate. You listen, AND you evaluate. While

experts on learning and communication almost universally demean the importance and

value of critical listening, when it comes to real life, listening critically is used every day. The

key though, is to try to understand the other person FIRST, before one evaluates

3.1 Listening Text Types

Below are some of the listening texts that we often need to listen to critically:

3.1.1 Forum

A forum can be defined as a public meeting or a programme (as on radio or television)involving discussion of a problem usually by several authorities and usually among experts.It is an open discussion involving audience participation.Example: Money Matters


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3.1.2 Speech

A speech is a talk or public address. The best impromptu speeches are the ones written wellin advance. Giving a speech is also an act of expressing or describing thoughts, feelings orperceptions by the articulation of words.Example: Formal speeches given by ministers, corporate leaders, educationists

3.1.4 Documentary

A documentary is a creative work of non-fiction. This includes documentary film, television,radio documentary and documentary photography.Example:Animal Planet, National Geographic

3.1.5 News

News is any information or information on current events which is presented by print,broadcast, internet, or word of mouth to a third party or mass audience. News is also thereporting of current information on television and radio, and in the newspapers andmagazines.Examples: Business News, BBC News, CNN, Channel News Asia

3.1.6 Multimedia Resources

Multimedia is any combination of text, graphic art, sound, animation and video delivered toyou by computer to other electronic means. Multimedia is not new. It has been used in theclassroom for the last decade in the form of overhead projectors, slide shows, filmstrips andcoloured chalk.


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Exercise 1

1. TELEVISION DOCUMENTARY

Watch and listen to a television documentary.

Identify the issue/s being discussed and give your personal response.

2. NEWS REPORT

Listen to the English news either on television or radio.

List three issues that made the headlines today.

News 1: __________________________________________________

News 2: __________________________________________________

News 3: ___________________________________________________

Provide reasons why they made the headlines.

News 1: ____________________________________________________

News 2 _____________________________________________________

News 3 _____________________________________________________

3. MULTIMEDIA RESOURCES

Listen to an English song.Identify and analyse an issue reflected in the song that you have chosen.

___________________________________________________________________

__________________________________________________________________


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4.0 SPEAKING

What is spoken language?

...the ability to speak a language is synonymous with knowing that language since

speech is the most basic means of human communication. Nevertheless, speaking

in a second or foreign language has often been viewed as the most demanding of

the four skills

(Bailey and Savage, 1994)

4.1 ORACY Oral Communication

Oral communication is a vital component of the English language arts curriculumnand provides base for growth in reading, writing and listening abilities. Oracy

consists of both verbal and non-verbal communication is culture specific and be

aware of the differences that may exist across cultures when students express

themselves non-verbally.

Oral comunication is a two way process between speaker and listener and involves

productive skill of speaking and receptive skill of understanding (or listening with

understanding)

Receptive does not imply passive both in listening and reading, language users

are actively involved in the process of interpreting and negotiating meanings.

4.1.1Verbal Communication:

This involves articulatory organs that produce sounds which compose of

words and sentence structure. By incorporating grammatical forms and

vocabulary, speakers are able to express the desired meaning.

4.1.2Non-Verbal Communication

Non-Verbal Communication includes a variety of gestures, expressions anmdsignalling devices (stress and intonation). Through face to face interaction, a

speaker can use a whole range of facial expressions and general body

language to help convey the message.


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5. 0 Speaking Activities

Listen to and make short notes based on the following lecture of how to conduct a Speakinglesson.

Class, we are going to look at the General outline of a speaking lesson.

Speaking lessons can follow the usual pattern of preparation, presentation, practice,

evaluation, and extension. The teacher can use the preparation step to establish a

context for the speaking task (where, when, why, and with whom it will occur) and to

initiate awareness of the speaking skill to be targeted (asking for clarification, stressing

key words, using reduced forms of words).

In presentation, the teacher can provide learners with a preproduction model that

furthers learner comprehension and helps them become more attentive observers of

language use.

Practice involves learners in reproducing the targeted structure, usually in a controlled or

highly supported manner. Evaluation involves directing attention to the skill being

practised and asking learners to monitor and assess their own progress.

Finally, Production consists of activities that ask learners to use the strategy or skill in a

different context or authentic communicative situation, or to integrate use of the new

skill or strategy with previously acquired ones.

I hope you were able to take note of the various stages in a Speaking lesson.

(Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy, 1995).


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Task 1- Pair-work

Get a partner and compare the short notes that you have taken. Then form groups of four

and discuss the stages in a Speaking lesson.

Task 2

With the help of a mind-map, present your notes to the class in the form of mini-lectures.

Exercise 1

Your class is organizing a project for the following semester holidays. The following are

some of the suggestions made by the members of the class for the project:

1. Organise an educational trip to an Orang Asli settlement in Cameron

Highlands.

2. Participate in a foster family programme with a group of FELDA settlers in

Jengka.

3. Go on a study trip to Borobudur in Indonesia

4. Conduct free tuition classes for the underprivileged school children near your

campus.

Think of various ways of agreeing and disagreeing with each of the suggestions

above. List them. Support your opinion appropriately.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

______________________________________________________________________________________________________________________________________

___________________________________________________________________

__________________________________________________________________


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6.0 Oral Presentations

For a successful presentation remember the following mnemonic

P - Projection

A - Articulation

P - Pronunciation

E - Enunciation

R - Repetition

S - Speed

Attributes of Good Communicators

Take turns to talk

Speak quietly

Choose your words carefully, use appropriate language

Think before you speak

Show respect for each other

Negotiate try to reach an agreement

Use Standard English

Say what you think

Vary your expression to interest your audience

Support and include everyone in the group

Explain your ideas and opinions clearly and fully


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Task 3

Read the information on Successful Presentation above and on Attributes of Good

Communicators. Get the course participants to respond to the topics by giving their

opinions in one-minute speech.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________

7.0 Connecting Ideas

Very often connectors are used to link ideas in a conversation or description of aprocess or procedure. Connectors are words or phrases that we use to connectmore than one ideas. There are two types of connectors:

7.1 Logical connectors

are used to combine words and sentences in logical manners

Examples:

7.2 Sequence connectors

are used to connect words and sentences which follow sequence of eventsand actions.

Examples:

Sequence connectors Uses ExamplesFirstly, secondly.. next,

then, after, laterTo show events happen

orderlyWhen I reach my office, first,

I have my coffee. Then, Ienter my class to teach.

Finally, I go home at 1pm.


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Exercise 1

Put each group of sentences in order. Use the expression first, next, then and finally, one

for each sentence.

Exercise 2

a. The tea is now ready to be served 1.

b. Boil water. 2.

c. Pour hot water into the teapot. 3.

d. Prepare tea sachets and a teapot. 4.

e. You may add sugar and milk 5.

a. He recovered. 1.

b. John got a cold and flu. 2.

c. He called the doctor. 3.

d. John played football in the rain 4.

e. It was a wet and cold evening. 5.


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Exercise 3

Fill in the dialogue with appropriate phrases. Then you may role play the dialogue to

practise speaking.

Situation 1 : The waiter doesnt have what the customer wants.

You : Could I have fried noodles, please?

Waiter : _________________________________________

You : Well, could I have a mushroom omelette?

Waiter : ____________________________________________

You : Oh, it doesnt matter then. Ill just have a cup of coffee,

please.

Situation 2 : Rahim arrives home.

Hasnah : Did you remember to buy me some _________________?

Rahim : Oh ________________ I completely forgot.

Hasnah : Well, I hope you remembered to post my letters.

Rahim : What letters?

Hasnah : The ones I gave you this morning.

Rahim : Oh ______________They are still at the office.

Situation 3 : Kikin has just won an essay competition.

Kikin : Papa, Ive won the essay competition!

Papa : ____________________ You made it!

Kikin : ____________ Papa, for your support and guidance.

Papa : Oh well, I know you are good like your papa.

Kikin : Oh yes, like they say, like father like daughter.

DON T BE AFRAID TO SPEAK. SPEAK UP AND BE HEARD!!!

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Topic 2 Listening and Speaking