DEL SAT-ELT

ENGLISH LANGUAGE
TEACHING
Language proficiency can be defined
in terms of:

ACCURACY FLUENCY
 ACCURACY

• Pronunciation

• Vocabulary

• Grammar
PRONUNCIATION
VOCABULARY
GRAMMAR
 FLUENCY
Producing more appropriate
language in context
 Accuracy Activities Fluency Activities
The texts are usually composed of The texts are usually whole pieces of
separate (‘discrete’) items: sentences discourse: conversations, stories, etc.
or words
Performance is assessed on how few Performance is assessed on how well
language mistakes are made. ideas are expressed or understood.
Texts may be used in any mode (skill), Texts are usually uses as they would
regardless of how they are used in be in real life: dialogues are spoken,
real life (dialogues may be written, articles and written stories are read.
written texts used for listening).
Tasks do not usually simulate real-life Tasks often simulate real-life
situations. situations.
LISTENING
 Listening & Responding
Preview

• The principles of Listening and Responding

• How we listen
• Listening goals
• Listening barriers
• Listening skills
• Responding skills
• Responding with Empathy (understanding)
 What You Do With Your
Communication Time

• Speak = 30%
• Read = 16%
• Write = 9%
• Listen = 45%

(Beebe & Ives, 2004, pg 104)

 How we Listen
• Listening v. Hearing
• Selecting
• Attending
• Understanding
• Remembering
• Responding

(Bachin & Beck, 1985, pg10)

 Hearing VS
Listening

• Hearing is passive and

occurs even while we sleep

• Listening is active and

involves hearing, paying
attention, and
understanding
 Hearing VS Listening

• Hearing is simply the act of

perceiving sound by the ear. If you
are not hearing-impaired, hearing
simply happens.

• Listening, however, is something

you consciously choose to do.
Listening requires concentration so
that your brain processes meaning
from words and sentences. Listening
leads to learning.
 Listening Barriers

• Self Barriers
– Self focus
– Emotional noise
– Criticism

(Beebe & Ives, 2004, pg109)

 Listening Barriers
• Information Processing
Barriers
– Processing rate
– Information Overload
– Receiver apprehension
Listening Barriers
• Context Barriers
– Barriers of time and
place
– noise
 Listening Skills

• Stop: Turn Off Competing Messages

• Look: Listen With Your Eyes
• Listen: Understand Details and Ideas
– Identify your listening goal
– Mentally summarize the details
– Link Message details with major idea
– Practice
– Transform barriers into goals
 Responding Skills

• Be Descriptive
• Be Timely
• Be Brief
• Be Useful
• Be Active
 Responding with Empathy
• Emotional Intelligence
• Understanding Your
Partner’s Feelings
• Ask Appropriate
Questions
• Paraphrase the Content
• Paraphrase Emotions

(Beebe & Ives, 2004, pg119)

 What does real listening involve?
The objective of listening comprehension practice
in the classroom is that students should learn to
function successfully in real-life listening
situations. It makes sense to examine first of all
what real-life listening is, and what sorts of things
the listener needs to be able to do in order to
comprehend satisfactorily in a variety of
situations.
CHARACTERISTICS OF REAL-LIFE
LISTENING
1. Informal discourse

2. Listener expectation and purpose

3. Looking as well as listening

4. Ongoing purposeful listener response

5. Speaker attention
LEARNER PROBLEMS AND THEIR
SOLUTIONS
LEARNER PROBLEMS AND THEIR
SOLUTIONS
1. Trouble with the sound
2. Have to understand every word
3. Can’t understand fast, natural
native speech
4. Need to hear things more than
once
5. Find difficult to keep up
PRINCIPLES BEHIND THE
TEACHING OF LISTENING
Principles behind the teaching of listening

• 1. The tape recorder is just as important as

the tape.
• 2. Preparation is vital
3. Once will not be enough
• 4. Students should be
encouraged to respond
to the content of a
listening not just to the
language
• 5. Different listening stages demand different
listening tasks

• 6. Good teachers exploit listening texts to the

full