THE CONCEPT AND

IMPORTANCE OF
LISTENING
GROUP 1
ABENDAÑO MAGTUBO
BANGEN ORIT
CAIÑA REYES
CORDOVA TABARANZA
DIAZ ZUÑIGA
GARAY
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

From the Dictionary

• Hearing is "the process, function or power of perceiving a sound."
• Listening is "to hear something with thoughtful attention.”

From the book Stand up, Speak out: The Practice

and Ethics of Public Speaking.
• Hearing is "an accidental and automatic brain response to sound
that requires no effort."
• Listening is "purposeful and focused to understand the meanings
expressed by a speaker."
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

According to Kline (1996)

• Hearing is the reception of sound,
• Listening is the attachment of meaning to the sound.

According to Rost (2002)

• Hearing is a form of perception.
• Listening is an active and intentional process.
• Although both hearing and listening involve sound
perception, the difference in terms reflects a degree of
intention.
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

Vandergrift (1999) in Yildirim (2016)

• Defined listening as "a complex, active process in
which the listener must discriminate between sounds,
understand vocabulary and grammatical structures,
interpret stress and intonation, retain what was gathered
in all of the above, and interpret it within the immediate
as well as the larger sociocultural context of the
utterance"
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

According to Maureen (2017)

• Hearing is the "act of perceiving sound and
receiving sound waves or vibrations through your
ear".
• Listening is the "act of hearing a sound and
understanding what you hear".
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

According to Surbhi (2017)

• "The natural ability or an inborn trait that allows us to
recognize sound through ears by catching vibrations is
called the hearing.
• Listening is defined "as the learned skill, in which we can
receive sounds through ears, and transform them into
meaningful messages"
• As they say, "hearing is through the ears, but listening is
through the mind and the heart."
DEFINING
HEARING AND LISTENING
GARAY, MARIELLE

Flowerdew and Miller (2005)

• Most children are born with the ability to hear. They
speak before they read, and finally, writing comes
after reading. That is, among all the other language
skills, listening is the first one to appear (Lundsteen,
1979).
ACTIVE LISTENING
CORDOVA, HAROLD

Active listening is a way of listening and responding to another person

that improves mutual understanding in various interactions (face-to-
face or virtual)

"If the listener takes part actively in the process of listening

linguistically and uses his/her non-linguistic knowledge to follow up
the message that the speaker intends in a conversation, if s/he listens,
replies, and asks/answers questions, it is active listening" (Lindslay &
Knight, 2006, Littlewood, 1981 in Yildirim (2016).
ACTIVE LISTENING
CORDOVA, HAROLD

Anderson and Lynch (2003) added that "understanding is not

something that happens because of what speaker says, the listener
needs to make connections between what s/he hears and what s/he
already knows and at the same time, he/she tries to comprehend the
meaning negotiated by the speaker."
Passive listening is a little more than hearing. It is regarded as one-way
communication wherein the receiver does not respond nor give
feedback to the speaker in any way.
On the other hand, active listening includes responding and providing
feedback at the right time.
 THE IMPORTANCE OF ACTIVE
LISTENING
ORIT, NIÑA FATIMA

"It is the medium through which people gain a large proportion of their
education, their information, their understanding of the world and
human affairs, their ideals, sense of values". (Guo and Wills, 2006)

"No other type of language input is easy to process as a spoken

language, received through listening... through listening, learners can
build an awareness of the interworking of language systems at various
levels and thus establish a base for more fluent productive skills"
(Peterson, 2001)
 THE IMPORTANCE OF ACTIVE
LISTENING
ORIT, NIÑA FATIMA

Importance of listening in language classrooms

1. It provides input for the learner

2. Spoken language provides a means of interaction for the learner.

Because learners must interact to achieve understanding. Learners' failure
to understand the language they hear is an impetus, not an obstacle, to
interaction and learning.
 THE IMPORTANCE OF ACTIVE
LISTENING
ORIT, NIÑA FATIMA

Importance of listening in language classrooms

3. Authentic spoken language presents a challenge for the learner to understand
language as native speakers use it.

4. Listening exercises provide teachers with a means for drawing learners'

attention to new forms (vocabulary, grammar, new interaction patterns) in the
language.
BARRIERS TO ACTIVE LISTENING
DIAZ, SAMANTHA NICOLE

Sometimes even if it is one’s intention to stay focused while listening, some may have
difficulty staying attentive due to several factors.

does not only refer to something physical, but also psychological (internal
NOISE thoughts), physiological (basic needs), semantic noise, and word
meanings and interpretation.

ATTENTION As future teachers, you should know that your students can only
maintain focused attention for a finite length of time.
SPAN
BARRIERS TO ACTIVE LISTENING
DIAZ, SAMANTHA NICOLE

one’s preconceived ideas and opinions, whether about

RECEIVER the speaker or the message/topic, can be considered as
BIASES noise and may interfere in the listening process.

LISTENING OR a fear that you might be unable to understand the

message or process the information correctly or be
RECEIVER able to adapt your thinking to include in the new
APPREHENSION information coherently.
6 KEY ACTIVE LISTENING
BANGEN, SITTIE CHARMIN

PAY pay attention not only to the speaker’s message but also
ATTENTION to the non-verbal gestures.

WITHHOLD stay open-minded and welcome various ideas, new

JUDGMENT perspectives, and different opinions.

rephrase, repeat, and reaffirm both the words and the

REFLECT feelings of the speaker.
6 KEY ACTIVE LISTENING
BANGEN, SITTIE CHARMIN

the listener has to clarify information that has not been

CLARITY clearly understood; or to ask for more information or
details about the topic.

summarize or restate key points in the conversation to

SUMMARIZE ensure that you have the same understanding of the
intention and message of the speaker.

introduce (without imposing) your perspectives, ideas,

SHARE and feelings without judgements.
 ETHICAL LISTENING
TABARANZA, NOEL ANGELO

WHAT IS ETHICAL LISTENING?

It is an effect of the correct application of active listening skills.
Its principles are drawn closely to the Golden Rule. Coopman
and Lull (2008) stated that “the creation of a climate of caring
and mutual understanding, observing that respecting others’
perspectives is one hallmark of the effective listener.”
 STAGES OF LISTENING
MAGTUBO, KYLA CLARISSE

DeVito (2000) has divided the listening process into five mental tasks or stages
namely: receiving, understanding, remembering, evaluating, and responding.

Stage 1. Receiving
1. - The first stage of the listening process is receiving which involves two
other activities like hearing and attending.
2. - As the listener hears the message, he/she tries to isolate it from all
the rest of the physical noise heard.
3. - The next important activity in this stage is for the listener to attend to
the message by identifying and interpreting the sounds heard as
words.
4.
 STAGES OF LISTENING
MAGTUBO, KYLA CLARISSE

Stage 2. Understanding

1. - The listener in this stage will have to determine the context and
assign meaning to the words and utterances heard.
2. - "Determining the context and meaning of individual words, as well as
assigning meaning in language, is essential to understanding
sentences." (Lumen Boundless Communications, n.d.).
3. - In this stage, you should also be aware of some factors that may
affect your understanding.
4.
 STAGES OF LISTENING
MAGTUBO, KYLA CLARISSE

Stage 3. Remembering

1. - According to Harvard Business Review, people usually forget up to

half of what they've heard within the first eight hours of listening to it.
2. - In this stage, remembering all details is vital to be able to move
forward in the conversation.
3. - Making associations to past remembered information improves the
memory of a learner.
4.
 STAGES OF LISTENING
MAGTUBO, KYLA CLARISSE

Stage 4. Evaluating

1. - In this stage, the listener assesses the information after making a

reasonable objective interpretation of the message.
2. - The listener tries to review mentally and determine the veracity of the
information (with considerations of the speaker's context) against
his/her knowledge and experiences.
3.
 STAGES OF LISTENING
MAGTUBO, KYLA CLARISSE

Stage 5. Responding

1. - Giving feedback is an important aspect of the communication

process. It is at this stage where you will signify your participation.
2. - Feedback can either be verbal and non-verbal reactions.
3. - Not all feedback occurs at the end. The listener may offer non-verbal
signals like nodding while the speaker is talking to show involvement. -
- This is referred to as formative feedback. Summative feedback on the
other hand is given at the end of the communication.
4.
SKILLS FOR SKILLS competencies which
listeners possess and which non-
native

listeners need to acquire

LISTENING
ABENDAÑO, JASON
concerning the language they are
learning (Feld, 1998 in Nihei, 2002)
REYES, JOYCE HANNE
there are specific listening skills or competencies
that students need to acquire to develop their
listening ability.
Language teachers have to be able to identify which particular competencies are
needed for effective listening and provide opportunities and relevant activities that
would help students acquire such.

1. Ability to recognize reduced forms of words;

2. Ability to distinguish word boundaries;
3. Ability to detect keywords;
4. Ability to guess the meanings of words from the context in which they
occur;
5. Ability to recognize cohesive devices in spoken discourse;
6. Ability to distinguish major and minor constituents;
7. Ability to recognize the communicative functions of utterances,
according to situation, participants and goals;
8. Ability to reconstruct or infer situations, goals, participants,
goals;
9. Ability to use real-world knowledge and experience to work out
purposes, goals, settings, procedures;
10. Ability to predict outcomes from events described;
11. Ability to infer links and connections between events;
12. Ability to distinguish between literal and implied meanings;
13. Ability to recognize markers of coherence in discourse, and to detect
such relations as the main idea, supporting the idea, given information,
new information, generalization, exemplification;
 14. Ability to process speech containing pauses, errors, corrections;
15. Ability to make use of facial, paralinguistic, and other clues to work out
meanings; and
16. Ability to adjust listening strategies to different kinds of listener
purposes or goals.

Rost (1990) purported that these competencies are "better learned when
aspects of the skill are practiced in 'clusters' rather than in minimal units".
LISTENING TO The LSRW (listening, speaking, reading,
writing) method suggests that teaching
COMPREHEND AND students "how to listen" is the first step for
LISTENING TO them to learn a language

ACQUIRE THE Schmidt (1990) - a learner will not

comprehend and learn anything from the
TARGET LANGUAGE input he hears unless he will notice
CAIÑA, NELVI something about the input
ZUÑIGA, PAOLA MARIE
"The only linguistic materials that can figure in language-making are
stretches of speech that attract the child's attention to a sufficient
degree to be noticed and held to memory." (Schmidt, 1990)

STEPHEN KRASHEN'S "the best methods are those that

supply 'comprehensible input' in
INPUT HYPOTHESIS low anxiety situations, containing
messages that students want to
hear."
 LISTENING AS A LANGUAGE SKILL ACCORDING TO
ROST (2001) AND VANDERGRIFT (2011)
"it is a critical means of acquiring a second language and a channel
through which we process language in real-time since it internalizes
language rules and favors the development of other language skills."
The K to 12 Curriculum Guide in English has reflected "listening
comprehension" as one of the language domains identified that "students
need to learn and that teachers need to teach in greater detail."

Richards (2016) - “the view of listening is based on the assumption that the
main function of listening in second language learning is to facilitate
understanding of spoken discourse.”
Nemtchinova (2013) -

“When teachers ask students to make predictions, discuss the main idea of
the text, or summarize it, the primary concern is how well they understand
what they hear. Teachers teach students strategies to facilitate
comprehension and tell them not to cling to every word but to try to derive
meaning from what they recognize. This approach encourages learners to
rely on a familiar language and provides little opportunity to boost linguistic
development. It equates listening with listening comprehension, overlooking
the important role of listening plays in language acquisition.”
Teachers are encouraged to move from listening as comprehension to
listening as acquisition. This move can be done through implementing
activities that require “accurate recognition and recall of words, syntax, and
expressions that occurred in the input” such as “dictation, cloze exercises, and
identifying differences between spoken and written texts.” (Richards, 2008
and Nemtchinova, 2013)

Richards (2016) - “ learners need to take part in activities that require them to
try out and experiment in using newly noticed language forms for new
learning items to become incorporated into their linguistic repertoire.”
Nemtchinova (2013) suggested that; “students could perform more
productive activities requiring the use of target forms from the text, such as
reading transcripts aloud, sentence completion, dialogue practice, and role-
playing. As learners work with they have heard. Extending listening instruction
to develop students’ abilities to understand oral speech and to acquire sound
patterns, vocabulary, and grammar reflects the multifaceted nature of the
listening process.”
 Chapter 2

Teaching and
Assessing
Speaking
PRESENTED BY GROUP 2
Objectives
In this chapter, you are expected to:

discuss the importance of speaking

identify activities that promote the
speaking skills of the students
explain the teaching speaking model
Objectives
In this chapter, you are expected to:
selected differentiated learning tasks in
teaching speaking to suit learners' needs,
interests, and experiences
prepare a learning plan in the teaching of
speaking; and
develop rubrics that assess students'
speaking competency
 Chapter 2

Teaching and
Assessing
Speaking
PRESENTED BY GROUP 2
 Lesson 1:
Understanding
Speaking
Speaking and its
importance
BETIL, Limu

Speaking is the process of building and sharing

meaning through the use of verbal and non-verbal
symbols, in a variety of contexts (Chaney, 1998).
Speaking and its
importance
BETIL, Limu

Speaking is complex because speakers are involved

in a rapid and dynamic process incurring a high
element of doing various things at the same things
at the same time (Johnson, 1996).
Why do we speak?
Convey thoughts,
Persuade people, and
Inspire people and spur them
into action

What could be the other reasons why

people speak?
Skills need to be developed for effective
speaking in a second language

1. Vocabulary
To be able to speak effectively, you have to acquire
enough words to say what you want to say and to make
you more capable of delivering exactly what you want to
convey.
Skills need to be developed for effective
speaking in a second language

2. Grammar
The fewer grammar mistakes you make, the more
effective your speech is.
Accurate message > accurate grammar
Skills need to be developed for effective
speaking in a second language

3. Pronunciation
Pronunciation is divided into two large categories:
segmentals and suprasegmentals.
Skills need to be developed for effective
speaking in a second language

3. Pronunciation
SEGMENTALS - Segmentals are also called phonemes.
Individual sounds of the consonants and vowels are
segmentals.
Skills need to be developed for effective
speaking in a second language

3. Pronunciation
SUPRASEGMENTALS - Suprasegmentals are speech
techniques that apply to multiple segments such as
stress, intonation, and rhythm.
Speaking Registers
DOLAR, Maezel Joi

refer to the level of formality and style in

speaking, anchored on different situations and
contexts
describes the way a person speaks in relation
to their audience
Types of Speech Registers
1. Frozen or Fixed Register
This type of register is often used in very formal
ceremonies and must be said the same each time we
say it as part of a ritual
It is the most formal communicative style for
respectful situations.
Types of Speech Registers
1. Frozen or Fixed Register
Examples may happen during:
Shakesperean plays
The Philippine National Anthem
The Lord’s prayer
The Preamble of the Philippine Constitution, and laws
Wedding Vows
Types of Speech Registers
2. Formal Register
This type often follows a prescriptive format
It is used in formal settings and is usually
impersonal.
This includes academic language.
Should use complete sentences, standard vocabulary,
and exact pronunciation of words
Types of Speech Registers
2. Formal Register
Examples may happen during:
Speeches/Sermons
Announcements
Pronouncement of Judges
Graduation Ceremony
Professional Meeting
Academic Lecture
Types of Speech Registers
3. Consultative Register
This is the standard form of communication
The speaker uses the participation and feedback of
the listener.
The speaker and listener(s), when using consultative
register, are both members of the audience.
Types of Speech Registers
3. Consultative Register
Examples may happen during:
Doctor and patient
Lawyer and client
Teacher and student
Cashier and customer
Types of Speech Registers
4. Casual Register
sometimes also called informal register
This is an informal speech, usually used between,
friends, or colleagues who have things to share
There is free and easy participation of both speaker
and listener
Types of Speech Registers
4. Casual Register
Examples may happen during:
Talking to your peers
Talking to your acquaintances
Talking to your friends
Types of Speech Registers
5. Intimate Register
a conversation between two very close individuals
It is also used to discuss topics that the speaker
does not wish to be public knowledge, such as
personal stories, problems at work or schools, or
secrets..
Types of Speech Registers
5. Intimate Register
Examples may happen during:
Close friends
Family
Boyfriend and Girlfriend
Husband and Wife
Speech Act
LANOY, Leslie Ann

Theory of Austin and Searle (1971)

They believe that words are used not only to
present information but also to carry out actions.
utterances expressed by an individual that presents
information and performs action as well.
Three Categories: locutionary, illocutionary and
perlocutionary
Speech Act
Theory of Austin and Searle (1971)

Locutionary act:
-act of making expressive meaning through
utterance
- literal or specific meaning of utterance
eg., Stop smoking because it is detrimental to
your health.
Speech Act
Theory of Austin and Searle (1971)

Illocutionary act: refers to the intended meaning one

wishes to convey.
Act of saying something for the purpose of:
stating an opinion, confirming, warning or denying something, making a
prediction, a promise, request, issuing an order or decision; and giving
advice or permission.
Speech Act
Theory of Austin and Searle (1971)

Perlocutionary act: effect of the words that

entails a person to do something.
response, feedback
Speech delivery
TUANO, Harbert Ian

One way of categorizing speech is the way it is delivered.

Impromptu speaking
delivering a message on the spur of the moment without
preparation or predetermination.
the speaker is provided on the spot with a topic and
they will say something about it.
can be informal
a test of an excellent communicator
Speech delivery
One way of categorizing speech is the way it is delivered.
Extemporaneous speaking
delivering a speech in a conversational fashion.
planned and prepared but the speaker uses an outline
only as a reference while speaking.
most commonly used style as it has a more natural
flow.
style of speech delivery used in speaking contests.
Speech delivery
One way of categorizing speech is the way it is delivered.
Manuscript speaking
reading a fully scripted speech
useful when a message needs to be delivered in precise
words..
Speech delivery
One way of categorizing speech is the way it is delivered.
Memorized speaking
delivering a scripted speech from memory
allows the speaker to be free of notes.
Lesson 2:
Teaching
Speaking
Teaching Speaking
MANSUETO, Shara Mae

Speaking is complex because speakers are

involved in a rapid and dynamic process incurring
"a high element of doing various things at the
same time" (Johnson, 1996, p. 55).
 TEACHING AND
LEARNING SPEAKING
Competence in speaking involves the following
components:

knowledge of language and discourse

core speaking skills
communication and discourse strategies
 TEACHING AND
LEARNING SPEAKING
1. knowledge of language and discourse

mastering the sound patterns of the language

being able to pronounce the language intelligibly at
segmental and suprasegmental levels
 TEACHING AND
LEARNING SPEAKING
1. knowledge of language and discourse
knowing the grammar and vocabulary of the language
(spoken structures, grammatical features, lexis)
understanding how stretches of connected speech are
organized so that they are socially and pragmatically
appropriate
 TEACHING AND
LEARNING SPEAKING
2. core speaking skills
the ability to process speech quickly to increase
fluency (e.g. speech rate, chunking, pausing, formulaic
language, discourse markers)
being able to negotiate speech (e.g. building on
previous utterances, monitoring understanding,
repairing communication breakdown, giving feedback)
 TEACHING AND
LEARNING SPEAKING
2. core speaking skills
being able to manage the flow of speech as it unfolds
(e.g. initiating topics, turn-taking, signaling intentions,
opening/closing conversations)
 TEACHING AND
LEARNING SPEAKING
3. communication and discourse strategies
developing cognitive, metacognitive, and interaction
strategies
developing cognitive strategies to compensate for
limitations in language knowledge (e.g., circumlocution,
paraphrasing, gestures, word coinage, approximation,
avoidance)
 TEACHING AND
LEARNING SPEAKING
3. communication and discourse strategies
developing metacognitive strategies (e.g. planning
in advance what to say, thinking consciously
about how you say something)
developing interaction strategies (e.g. asking for
clarification/repetition, reformulating, and
rephrasing)
Teaching-
Speaking
Cycle
Teaching-
Speaking Cycle
1. Focus learners' attention on speaking

The purpose of this is to encourage

learners to plan for overall speaking
development and to prepare learners to
approach a specific speaking task.
Teaching-
Speaking Cycle
2. Provide input and/or guide planning.

The teacher needs to allow the learners

to plan before the real speaking task.
After which, the teacher must provide
inputs to activate or reactivate learners'
linguistic knowledge.
Teaching-
Speaking Cycle
3. Conduct speaking tasks

As students are guided on how to plan

their speech stage 2, they are expected to
practice speaking in this stage focusing
on how to deliver their speech that
fosters fluency of expression.
Teaching-
Speaking Cycle
4. Focus on language/skills/strategies

In this stage, the teacher draws learners'

attention to selected parts of the fluency
task which may include pronunciation,
grammar, and text structures, as well as
vocabulary.
Teaching-
Speaking Cycle
5. Repeat speaking tasks

At this stage, learners carry out the

speaking task(s) from Stage 3 again.

Learners now have a chance to analyze and

practice selected language items or skills.
Teaching-
Speaking Cycle
6. Direct learners' reflection on learning

The students need to monitor their

speaking activity. This stage enables

the learners to reflect on their experiences

when doing the speaking tasks.
Teaching-
Speaking Cycle
7. Facilitate feedback on learning

The teacher in this stage gives feedback on

the performance of the students in the
speaking tasks either through qualitative
comments, grades, narratives, rubrics, and
other assessment measures.
Speaking tasks
CASTRO, Jaysan Phillip

The goal of teaching speaking is to

make students express themselves
correctly and effectively to be
understood. To teach speaking
communicatively is to provide varied
speaking tasks that enable students to
communicate in real-life scenarios.
 Below are suggested activities that
facilitate speaking practice:

1. Discussion 6. Interviews
2. Your last word is mine 7. Narrating
3. Short Speeches 8. Playing games
4. Guess the picture 9. Conducting class debates
5. Role Play
1. Discussion
A discussion is carried out to arrive
at a conclusion, to share ideas about
an event, or to find solutions.
2. Your last word
is mine
The first student starts telling a story;
another continues using the last word
uttered by the first student, then
another student continues until the
whole story is finished.
3. Short Speeches
Given a time frame, students are given
a topic and deliver a speech
before the class.
4. Guess the picture
One student has the picture and the
partner needs to guess what's in the
picture by asking probing questions
and clarifications.
5. Role Play
In role play, students pretend they are
in various social contexts and have a
variety of social roles.
6. Interviews
Students interview an interesting
personality in the community and
report to the class the results of the
interview.
 Guidelines and Mechanics

1. There will be two candidates per group: one for Mr. Q&A and
another for Ms. Q&A.

2. Each contestant is given one minute for preparation and 45

seconds to deliver his or her answer.

3. The candidates who garnered the highest scores will be

proclaimed as Mr. and Ms. Q&A 2022.
Mr. and Ms. Q&A 2022
 Mr. Q&A 2022
If you had a chance
to discuss a social
issue with world
leaders, what social
issue would it be, and
why?
 Ms. Q&A 2022
How different would
the world be if women
were to rule the
world?
7. Narrating or telling
a friend about an
amusing weekend
experience
8. Playing games that
engage students in
conversation
9. Conducting class
debates
 Guidelines and Mechanics

1. There will be three motions for this round.

2. Each bench must have three representatives to decide which side

will be the government and which side will be the opposition, and to
rank the given motions.

3. Everyone on the bench is encouraged to speak—please don't

badger.
 Guidelines and Mechanics

4. You are free to communicate in the language of your choice.

5. Always remember that you are given the leverage to attack the
argument, but never the person.
 Disclaimer

The views and opinions expressed by the facilitators do

not necessarily reflect or state those of the university
and its administration. Furthermore, the views and
opinions of the students do not reflect those of the
professor, the subject, the college, and the entire MSU
system.
Theme: EDUCATION
 Debate Flow
1- (GROUP ?)
(GROUP ?)
2- (GROUP ?)

3- (GROUP ?)
(GROUP ?)
4- (SWING TEAM)
 Motions

1. This house believes that parents should be blamed for the

slow learning progress of a child

2. This house prefers online classes

3. This house prefers a world in which a college degree is no

longer a requirement for landing a job
 Kayi (2006) proposed suggestions in teaching speaking
that teachers might further consider. They are the
following:

1. Provide a maximum opportunity for students to speak the target language

2. Try to involve each student in every speaking activity.
3. Reduce teacher speaking time in class while increasing student speaking time.
4. Indicate positive signs when commenting on a student's response.
5. Ask eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to speak more
 Kayi (2006) proposed suggestions in teaching speaking
that teachers might further consider. They are the
following:

6. Provide written feedback like "Your presentation was great."

7. Do not correct students' pronunciation mistakes very often while they are
speaking.
8. Circulate around the classroom to ensure that students are on the right track.
9. Provide the vocabulary beforehand that students need in speaking activities.
10. Diagnose problems faced by students who have difficulty in expressing
themselves in the target language.
Lesson 3:
Assessing
Speaking
 Porto (1997) and Omar (2001) indicated that
developing oral skills is a real challenge for
many teachers of English as a second language
since the students do not live in an English-
speaking environment.

PANAYAMAN, Julhaima
 Assessing speaking skills entails teachers to
pay attention to the following:

Fluency
Fluency means speaking easily, reasonably
quickly without having to stop and pause a
lot.
‘The capacity to produce speech at a normal
rate and without interruption’ (Skehan,
2009)
 Assessing speaking skills entails teachers to
pay attention to the following:

Pronunciation
Pronunciation is the act of producing the
sounds of speech, including articulation,
stress, and intonation.

Vocabulary
This refers to the body of words used in a
particular language.
 Assessing speaking skills entails teachers to
pay attention to the following:

Accuracy
This refers to the correct use of the language
system.

Interaction
This refers to the ability to interact with
others during communicative tasks.
Types of Speaking
Assessment Tasks
CRUZ, Harvey

Brown (2004:141) provides five types of tasks that teachers can

use to assess the speaking ability of students.
Imitative
Intensive
Responsive
Interactive
Extensive (monologue)
Types of Speaking
Assessment Tasks
1. Imitative
This involves repeating a small
stretch of language and focusing on
pronunciation.
Types of Speaking
Assessment Tasks
2. Intensive
2.1 Reading aloud

Brown (2004) suggests that reading

aloud can be used as a companion for
other more communicative tasks.
Types of Speaking
Assessment Tasks
2. Intensive
2.2 Sentence/Dialogue Completion

This type will probably be beneficial only for

assessing the test taker's micro skill of
providing the right chunks of language and
other pronunciation feature.
Types of Speaking
Assessment Tasks
3. Responsive
These are speaking tasks that involve
responses to spoken prompts.
Types of Speaking
Assessment Tasks
4. Interactive
This refers to interactional and
transactional conversations.
Types of Speaking
Assessment Tasks
5. Extensive (monologue)
a. Speech (Oral Presentation or oral report)

An oral presentation can be used to assess

the speaking skill holistically or analytically.
Types of Speaking
Assessment Tasks
5. Extensive (monologue)
b. Picture-cued Story Telling

Similar to the limited version, at this level, the main

consideration of using a picture or series of pictures
is to make it into a stimulus for a longer story or
description
Types of Speaking
Assessment Tasks
5. Extensive (monologue)
c. Retelling a Story or New Event

The focus is usually on the meaningfulness of the

relationship of events within the story, fluency, and
interaction with the audience (Brown, 2004)
 Assessing
Speaking using
Rubrics
ALAO, Rayhana
 ASSESSMENT
In education, the term assessment refers to the wide
variety of methods or tools that educators use to
evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or
educational needs of students.

ALAO, Rayhana
 RUBRICS
A rubric is a type of scoring guide that assesses and
articulates specific components and expectations for
an assignment or tasks. Rubrics can be used for a
variety of assignments: research papers, group
projects, portfolios, and presentations.

ALAO, Rayhana
 How helpful rubric is in
assessing speaking?
Rubrics help improve student performance
since students are aware of what areas they
can improve on.

ALAO, Rayhana
 Two Types of Rubrics
1. Holistic
leads the rater to evaluate or score the overall components
of communicative competence without separately
considering another component of language production.
reports the overall quality, proficiency, and understanding of
the content while speaking.

ALAO, Rayhana
 Two Types of Rubrics
1. Analytical
Requires the rater to evaluate or score the components of
language production separately (Moskal, 2000; Nitko, 2001).
It scores performance in different subcategories such as
grammar, vocabulary, comprehension, fluency, pronunciation,
and task completion.

ALAO, Rayhana
 Steps in Developing Rubric
O’Malley (1996-65)
1. Set criteria of task success
2. Set dimensions of language to be assessed (grammar,
vocabulary, fluency, pronunciation, etc.)
3. Give appropriate weight to each dimension (if the omission is
possible, do)
4. Focus on what test taker can do, instead of what they cannot.

ALAO, Rayhana
Guess the
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