WHAT CAN YOU SAY ABOUT THIS VIDEO?

THE TEACHING AND ASSESSING OF LISTENING AND SPEAKING SKILLS

-Principle of teaching listening and speaking -Types of listening and speaking -Integrated activities -Assessing listening and speaking

GROUP MEMBERS: 1. Muhammad Rafiq bin Razali 2. Nor Azah bt Sarip @ Khalid

TEACHING LISTENING

WHAT ARE SOME OF THE MOST COMMON LISTENING SITUATIONS?

listening to live conversations listening to announcements (at airports, railway stations,

bus stations, etc) listening to/watching the news, the weather forecast on the radio/TV listening to the radio/watching TV for entertainment watching a play/movie listening to records (songs, etc) following a lesson (at school) attending a lecture listening on the telephone following instructions listening to someone giving a speech/a public address

Principle of Teaching Listening

1 2 3 4
Focus on process. Combine listening and speaking. Focus on comprehending meaning.

Grade difficulty level appropriately

1. Focus on process
Listening 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 speaking

Two 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 meaning

In 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 dont remember what they hear word for word, rather, they remember the meaning.

4. Grade difficulty level appropriately

Three 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 appropriately

The 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 listeners 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 command Choosing: listener selects from alternatives such as

pictures, objects, and texts Transferring: listener draws a picture of what is heard Answering: listener answers questions about the message Condensing: listener outlines or takes notes on a lecture Extending: listener provides an ending to a story heard Duplicating: listener translates the message into the native language or repeats it verbatim Modeling: listener orders a meal, for example, after listening to a model order

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 keywords

looking for nonverbal cues to meaning

predicting a speakers purpose by the context

of the spoken discourse associating information with ones existing cognitive structure (activating background information) guessing at meanings seeking clarification listening for the general gist various 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

Informational
Critical

2 3 4

Appreciative Empathic

1. Informational Listening
Goal is to accurately receive information

from another person Does not involve criticizing or judging, only learning Sample scenarios include following directions, exchanging ideas, or learning about someone through personal stories

2. Critical Listening
Goal 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 Listening
Goal is to listen for enjoyment or

entertainment Does not involve analyzing or evaluating information Sample scenarios include attending a rock concert, listening to music at home, or going to a Broadway show

4. Empathic Listening
Goal is to understand what the speaker

is saying and feeling Involves making an effort to look at the world through someone elses 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
1) Intensive: phonemes, words, intonation 4) Extensive: listening for the gist, the main idea, making inference

2) Responsive: a greeting, command, question

3) Selective: TV , radio news items, stories

Intensive Listening
1.

Recognizing Phonological & Morphological Elements a. Phonemics pair, consonants

Test-takers read :

a. Hes from California b. Shes from California

b. Phonemics pair, vowels

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

c. Morphological pair, -ed ending

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

d. Stress Pattern in cant

Test-takers read : a. My girlfriend cant go to the party b. My girlfriend can go to the party

e. One-word stimulus
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 Listening
1.

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

from gate
Flight

to Portland will depart at P.M to Reno will depart

P.M from gate seventeen

at

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 group

The length of pauses

The speed Complexity of the discourse, grammar and

vocabulary Scoring (spelling, grammatical, additional words, replacement)

Identifying the target groups

1) Beginners

2) Intermediate learners
3) Advance learners

Beginners
1) 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

Beginners Beginners
2) 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.

Intermediate Learners
1) 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 Learners
2) 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

1) Prelistening stage

2) WhileListening stage

3) Postlistening stage

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-Listening
Common Activities:
Informal teacher talks and class discussion Looking at pictures and talking about them Making list of possibilities/suggestions Reading a related text

Predicting outcomes

While-Listening
Contain teaching points

Some common activities:

Answering multiple-choice questions True/false question Spotting mistakes

Post-Listening
Students may be given the tasks that are spin-

offs of the main activity Example, 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-Listening
Some 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 1.3 Listen to and follow instruction and direction 1.4 Listen to, understand and extract specific information from a variety of texts for various purposes

Scope -Activities - Processes -Main ideas - Supporting details - Cause-and-effect relationship - Sequences -Give opinion - Relate text to personal feelings, observation, previous knowledge

1.6 Listen and respond to simple poems, stories and plays

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 ability Choose materials that suit their age, interest,

experiences Relate materials to students interest and life

PRINCIPLE 2
2.Reduce anxiety by moving from easy to less easy
help students take short turns- respond to

invitation, greetings or questioning provide a familiar environment-earliest stagebeginning stage advanced stage. use information-gap activities

PRINCIPLE 3
3. 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 features Fluency = smooth, not have too many unnecessary pause when lost words.

PRINCIPLE 4
4. 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 5
5. Provide appropriate stimuli for eliciting speech
picture, stories, songs, conversations, etc books, radio, TV, cinema, audio and video

cassettes, etc

Principle 6
6. Vary classroom interaction modes
individual to whole class pair work

group work

Principle 7
7. Give clear instructions
speak loudly, slowly and clearly demonstrate the proposed task

Principle 8
8. 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

Introduction
There 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

Persuasive
Persuasive 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 to it.

is to add a personal touch

 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.

Advantages
Teachers 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., contentbased, 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 others 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 others classrooms and discussing performance, both within school.

Examples of criteria:
Content
Grammar

Vocabulary
Effort 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 to communicate to BOTH students and teachers what the student CAN do and what they must then do to improve.

Criteria

Level 1

Level 2

Level 3

Level 4

 Assessing through an Interview.

Assessing using retelling.

Anecdotal Records. Audio Recording.