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Identifying and integrating listening & speaking skills
Involves 8 process of which they occur simultaneously :
1. raw speech image
2. determine the type of speech “colours” the interpretation
3. infer the objective of the speaker react
4. schemata interpret the message
5. assign literal meaning response
6. assigns intended meaning response
7. determine the time to response response
8. delete certain parts of the message retain the important messages
monologue dialogue
Planned unplanned interpersonal transactional
unfamiliar familiar unfamiliar familiar
Listening
** clustering ** redundancy
** Reduced forms ** Performance variables
**colloquial language **rate of delivery
**Stress, rhythm, and intonation ** interaction
Microskills
macroskills
Retain chunks of language of different lengths in short-term memory
Discriminate distinctive sounds of English
Recognize English sound structure
Recognize reduced forms of words
Distinguish word boundaries, recognize the core of words and interpret word order patterns and their significance
Process speech at different rates of delivery
Process speech containing pauses, errors, corrections, and other performance variables
Recognize grammatical word classes, systems, patterns, rules, elliptical forms.
Detect sentence constituent and distinguish between major and minor constituent.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in spoken discourse
Recognize the communicative function of utterances, according to situation, participants, goals.
Infer situations, participants, goals using real-world knowledge.
From events ideas, describe predicted outcomes, infer links and connection between pages, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
Distinguish between literal and implied meanings
Use facial kinesics, body language and other non-verbal clues to decipher meanings.
Develop and use a battery of listening strategy such as detecting keywords, guessing the meaning of words from context appealing for help and signaling comprehension.
reactive intensive responsive
Selective extensive interactive
Types of classroom listening performances
Include a focus in an integrated-skills course
Use techniques that are intrinsically motivating
Utilize authentic language and context
Carefully consider the form of listeners’ responses
Encourage the development of listening strategies
Include both bottom-up and top-down listening techniques
Speaking
imitative intensive responsive extensive (monologue)
Transactional (dialogue) interpersonal (dialogue)
Types of classroom speaking performances
Produce chunks of language of different lengths
Orally produce differences among the English phonemes
Produce English stress patterns, words in stressed and unstressed position, rhythmic structure, and intonationalcontours.
Produce reduced forms of words and phrases
Use an adequate number of lexial units (words) in order to accomplish pragmatic purposes
Produce fluent speech at different rates of delivery.
Monitor you own oral production and use various strategic devise – pauses , fillers, self-corrections, backtracking – to enhance the clarity of the message.
Use grammatical word classes (nouns, verbs, etc.) systems (e.g. tense agreement, pluralization), word order, patterns, rules, and elliptical forms.
Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups, and sentences.
Express a particular meaning in different grammatical forms.
Use cohesive devices in spoken discourse
Accomplish appropriately communicative functions according to situations, participants, and goals.
Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features in face-to-face conversations.
Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings.
Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
Focus on both fluency and accuracy depending on your objective
Provide intrinsically motivating techniques
Encourage the use of authentic language in meaningful context
Provide appropriate feedback and correction
Capitalize on the natural link between speaking and listening
Give students opportunities to initiate oral communication
Encourage the development of speaking strategies
Using conversation for both transactional and interactional purpose
Producing short and long turn
Managing turn taking
Opening and closing
Initiating and responding to talk on a broad range of topic
Using casual style of speaking
Using conversation in different social settings
Repairing trouble spot in conversation
Maintaining fluency in conversation
Producing talk in a conversational mode
Using conventional fillers and small talk
Using conversational routines
Native language age exposure
innate phonetic ability
Identity and language ego
Motivation and concern for good pronunciation
Factors of
pronunciation
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