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TEACHING LISTENING AND SPEAKING: THEORY AND PRACTICE, MURNI ATHIRAH BINTI…
TEACHING LISTENING AND SPEAKING: THEORY AND PRACTICE
Speaking
Styles of Speaking
Appropriate to the particular circumstances.
Different styles of speaking reflect the roles, age, sex, and status of participants in in interactions and reflect the expression of politeness.
Function of Speaking
Talk as interaction
Refers to what we normally mean by “conversation” and describes interaction which serves a primarily social function.
Talk as transaction
Refers to situations where the focus is on what is said or done. The message is the central focus here and making oneself understood clearly and
accurately,
Talk as performance
Refers to public talk, that is, talk which transmits information
before an audience such as morning talks, public announcements, and speeches.
Listening
Listening As Comprehension
Main function of listening in second language learning is to
facilitate understanding of spoken discourse.
Spoken Discourse
Top-Down
Refers to the use of background
knowledge in understanding the meaning of a message.
Processing goes from meaning to language.
May be previous knowledge about the topic of discourse, it may be situational or contextual knowledge, or it may be knowledge in the form of “schemata” or “scripts”.
Teaching top - down processing
Examples of activity for listening skills
Students generate a set of questions they expect to hear about a topic and listen to see if they are answered.
Students generate a list of things they already know about a topic and things they would like to learn more about. Then listen and compare.
Students read news headlines, guess what happened, then listen to the news items and compare.
Bottom-Up
Teaching bottom-up processing
Learners need a large vocabulary and a good working knowledge of sentence structure to be able to process texts bottom-up.
Examples of listening tasks
Students listen to positive and negative statements and choose an appropriate form of agreement.
Students listen to questions that have two
possible information focuses and use stress to identify the appropriate focus.
Using the incoming input as the basis for understanding the message.
Begins with the data that has been received which is
analysed as successive levels of organization – sounds, words, clauses, sentences, texts – until meaning is arrived at.
Listening As Acquisition
Learners need to take part in activities which require them to try out and experiment in using newly noticed language forms in order for new learning items to become incorporated into their linguistic repertoire.
Implications
Can distinguish
between situations where comprehension only is an appropriate instructional goal and those where comprehension plus acquisition is a relevant focus.
Two-part cycle of teaching activities
Noticing activities
Involve returning to the listening texts that served as the basis for comprehension activities and using them as the basis for language awareness.
Example:
• complete a cloze version of the text
• complete sentences stems taken from the text
Restructuring activities
Oral or written tasks that involve productive use of
selected items from the listening text.
Example:
Dialog practice based on dialogs that incorporate items from the text
Role plays in which students are required to use key language from the texts
MURNI ATHIRAH BINTI MD ROZI
TESL 1