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Teaching of Listening and Speaking - Coggle Diagram
Teaching of Listening and Speaking
Teaching of Listening
:check: Listening as Comprehension
Spoken Discourse Characteristics
One clause at a time
Context dependent and personal
Linear
Has various accents and forms
Usually instantaneous/unplanned
Bottom-up processing
Raw speech - phonological representation - content and function, proposition - retain meaning
Teaching Bottom-up Processing
Distinguish negative and positive statements
Recognize4 order of words
Recognize time reference
Identify sequence markers
Identify the referents of pronouns
Identify key words
Identify modal verbs
Top down Processing
Raw speech - using background knowledge - meaning
Teaching Top Down Processing
Infer the role or goal of participants
Infer causes and effects
Inferring the setting
Infer unstated details
Use key words to construct schemas
Anticipate questions
Combining Bottom-up and Top-down
While-listening
Post-listening
Pre-listening
:check: Listening as Acquisition
Noticing and restructuring new language
Noticing Activities
Complete sentences from the text
Completing cloze version of text
Listing off expressions in the text
Comparing input and intake
Restructuring Activities
Reading the script
Sentence completion
Dialog practice
Role play
Teaching of Speaking
Conversational Routines
Using fixed expressions with specific functions
Styles of Speaking (Lexical, Phonological, and Grammatical Changes)
Age
Gender
Role
Social status
:speaking_head_in_silhouette: Functions of Speaking
As Interaction
Reflects identity
Formal or casual
Reflects roles
Uses conversational conventions
Has primarily social functions
Reflects degrees of politeness
Employs generic words
Uses conversational register
Jointly structured
As transaction
Focuses on what is said or done (the message)
Focuses on being understood
Frequent questions, repetitions, comprehension checks
Negotiation ot digression
Information focused
Linguistic accuracy is not always important
As performance
Form and accuracy are important
Similar to written language
Predictable organization and sequencing
Often monologic
Focuses on both message and audience
:notebook_with_decorative_cover:Focuses of teaching
Teaching talk as transaction
Through information-gap activities
Through role plays
Through group activities
Teaching talk as performance
Deconstructing the examples
Guiding students in designing and constructing their own script
Providing examples or models of speeches, oral representation, stories, etc.
Teaching talk as interaction
Familiarizing students with forms of small talk
Explaining situations in which small talk occur
Stimulating students to come up with topics of small talks
Teaching students how to give feedback