Teaching Listening and Speaking from Theory to Practice

Views:
 
Category: Education
     
 

Presentation Description

Listening and Speaking

Comments

Presentation Transcript

Dr. Hala Fawzi :

Dr. Hala Fawzi Speaking and Listening: From Theory to Practice (2)

Slide2:

Principles for Teaching Speaking Why is it difficult to teach speaking? Functions of speaking Factors to consider when designing speaking activities Web 2.0 tools Practical application Presentation Outline

Before we start…:

About me form. Checking Answers on handouts. Reading 1: Developing Speaking Activities What is needed to succeed with communicative output activities such as role plays and discussions? Before we start…

In a group of 4.. Why is it difficult to teach speaking? (5 minutes) :

In a group of 4.. Why is it difficult to teach s peaking ? (5 minutes)

Why is it difficult to teach speaking? More to what we have mentioned before… :

Why is it difficult to teach s peaking ? More to what we have mentioned before…

Slide6:

As teachers, we have the responsibility towards our students when we teach speaking skills which is to prepare students, as much as possible, to be able to speak in English both in the real world and in tests/ exams.

The question is: how do we prepare our students?:

The question is: how do we prepare our students? ?

What language areas do you teach to help your students to speak?:

What language areas do you teach to help your students to speak?

What language areas do you teach to help your students to speak?:

What language areas do you teach to help your students to speak? Grammar: O rganize their thoughts in a meaningful and logical sequence Phonetics: U se word and sentence stress, and intonation Phonetics: P roduce the English speech sounds and sound patterns Vocabulary: S elect appropriate words and sentences U se language as a means of expressing values and judgements (culture)

Slide10:

What else do you need to think of to help your students to speak? (Some covered during the previous classes)

Principles for Teaching Speaking:

Principles for Teaching Speaking Integrate speaking and listening. Encourage students opportunities for oral communication. Balance accuracy-based with fluency-based practices (depending on objective) Provide sufficient language input and practice for the students Use intrinsically motivating techniques ( Personalizing practice) Use authentic language in meaningful contexts ( Maximize meaningful interactions) Provide appropriate feedback and correction Build up students’ confidence Instill motivation

Functions of Speaking:

Functions of Speaking 1. Talk as Interaction: primarily a social function. Focus is on the speaker, not the message. 2. Talk as Transaction: focus on what is said or done. The message is #1! (Problem-solving activities, asking for directions). 3. Talk as Performance: public speaking, form of monolog, mimics written language.

Identifying teaching strategies for each kind of talk… :

Identifying teaching strategies for each kind of talk…

1.Talk as Interaction :

1.Talk as Interaction A student chatting to his or her professor while waiting for an elevator (polite conversation that reflects unequal power between the two participants). Telling a friend about an amusing weekend experience, and hearing him/her recount a similar experience he/she once had. (sharing personal recounts). “small talk”, personal experiences

1.Talk as Interaction :

1.Talk as Interaction Chatting to a passenger during a plane flight (polite conversation that does not seek to develop the basis for future social contact) Chatting to a school friend over coffee (casual conversation that serves to mark an ongoing friendship). role play, small group activities

2.Talk as Transaction :

2.Talk as Transaction Classroom group discussions and problem-solving activities. A class activity during which students design a poster. Discussing needed computer repairs with a technician.

2.Talk as Transaction :

2.Talk as Transaction Asking someone for directions on the street. Buying something in a shop. Ordering food from a menu in a restaurant. *Note more easily planned since current communicative materials are a rich resource of group activities.

3. Talk as Performance :

3. Talk as Performance Giving a class report about a school trip. Conducting a class debate. Giving a lecture. Giving a speech of welcome. Making a sales presentation.

Slide19:

it is the teachers 'task to design meaningful, motivating , linguistically appropriate and cognitively challenging tasks to give students maximum opportunities to practice speaking.

Slide20:

Factors to consider when designing speaking activities

Ask yourself…:

What will be the focus of the activity - talk as interaction, transaction, or performance? How will the activity be modeled? What stages will the activity be divided into? What language support will be needed? What resources will be needed? What learning arrangements will be needed? What level of performance is expected? How and when will feedback be given? Richards, Jack C. Teaching Listening and Speaking: From Theory to Practice. Page 40. Cambridge: Cambridge University Press Ask yourself…

Recognize speech acts:

What do your students say to agree with what was said? Yes, that’s right, absolutely …………to express a possible doubt? Really? Are you sure? Oh, well let me confirm that first …………to express interest, encouraging the speaker to continue? That’s really interesting. What did you do? ……….....to agree to cooperate or not? Of course; okay; sorry, I can’t; I am afraid I can’t Excuse me, did you say that the sun rises in the west? ……….....when unsure of what the speaker said ……….....when you don’t know the word for something, describe it ad ask its name What do you call the semicircular colors that appear in the sky directly after the rain falls? *** NOTE Recognize speech acts

Recognize speech acts:

A speech act is an utterance that serves a function in communication, e.g., g reetings, good wishes, promises, refuses, apologies, compliments, invitations for different situations. A: Hey! How have you been? I haven’t seen you in a long time. B: Yeah, I had flue, so I was out for a while. A. May I help you? B: I’d love to buy three movie tickets, please. A: Which film? B: Gone with the Wind . Recognize speech acts *** NOTE Acts of communication in the given culture

Recognizing speech acts:

Recognizing speech acts          "We’re having some people over Saturday evening and wanted to know if you’d like to join us." "Hi, Eric. How are things going?" Greeting: Request: "Could you pass me the mashed potatoes, please?" Complaint:   "I’ve already been waiting three weeks for the computer, and I was told it would be delivered within a week." "Oh, I’d love to see that movie with you, but this Friday just isn’t going to work." "Hey, I really like your tie!" Invitation:   Compliment:    Refusal:    http://www.carla.umn.edu/speechacts/definition.html

Slide25:

https://voicethread.com/ http://www.voki.com/ http://vocaroo.com/ Great idea to use voki with Bahraini students http://designerlessons.org/2013/03/03/elt_lesson_ideas_apps/ Web 2.0 Tools

Slide26:

Do you know of/use any apps/web tools to share with us?

Next class…:

Next class… Role & characteristics of the teacher in speaking Mistakes faced by teachers when designing speaking activities Difficulties in assessing speaking activities Testing a speaking activity

References :

References Richards, Jack C. Teaching Listening and Speaking: From Theory to Practice. Cambridge: Cambridge University Press Vandergrift, L. (1999). 'Facilitating second language listening comprehension: Acquiring successful strategies" ELT Journal , volume 53, Issue 3, p.168`176, Oxford Press, 1999. Wei , Laura . “Listening in EFL Classrooms in Senior High Schools in Taiwan”

Assessment…:

Details uploaded under Assignment 1-Oral Presentation Assessment… 1. Oral Presentation 1 3. Journal Reflection 1 Details uploaded under Assignment 1-Journal Entry 1 2. Online Discussion Quiz 1: 9/3/2016 ????

Assessment…:

Go to Chapter (3) on your book "What does a conversation Class Look Like?” by Flose , Keith S. (2014). The Art of Teaching Speaking , USA: The University of Michigan Press. Read at least 2 cases from the 20# cases. (you may do more if you like). While you’re reading, think about the two points below. Reflect and write in not more than 250 words (not less than 200 words): How Does a Bahraini Conversation Class at Primary/Intermediate/Secondary School Look Like ? (e.g., no listening exercises, teachers ignoring the two skills, etc.) How do you think a Bahraini Conversation Class should look like? Assessment… Online Discussion

authorStream Live Help