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Teaching Speaking & Listening
through Communicative
Activities
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The Challenge
To integrate skills
To provide opportunities for authentic
communication contexts
To give a reason for communication
(information gaps)
To assess these skills in an objective manner
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TEACHING LISTENING
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What Makes Listening Difficult?
Clustering
Repetition
Reduced forms How fast someone speaks
Stress, rhythm, and intonation
Interaction
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Principles for Teaching Listening
1. Expose students to different ways of
processing information
Bottom-up vs. Top-down
Interactive
2. Expose students to different types of
listening
3. Teach a variety of tasks
4. Consider text, difficulty, and authenticity
Helgeson, 2003
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Types of Classroom Listening
Reactive
Intensive
Responsive Selective
Extensive
Interactive
Brown, 2001
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Principles for Designing Listening
Techniques
Use techniques that are intrinsicallymotivating
Use authentic language and contexts
Carefully consider the form of listenersresponses
Encourage the development of listening
strategies Include bottom-up and top-down listening
techniques
Brown, 2001
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Successful Listening Activities
Purpose for Listening
A form of response (doing, choosing, answering,transferring, condensing, duplicating, extending,conversing)
Repetition depends on objectives and students level
A motivating listening text is authentic and relates tostudents interests and needs
Have the skills integrated
Stages: Pre-task , While-task, Post-task
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Activities for Beginners
Top-down Activities
identifying emotions, understanding meaning of
sentences, recognizing the topic
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Activities for Beginners
Bottom-up Activities
discriminating between intonation contours,
phonemes, or selective listening for different
morphological endings, word or sentencerecognition, listening for word order
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Listening Strategies
Teach student howto listen
Looking for keywords Looking for nonverbal cues to meaning
Predicting a speakers purpose by the context of thespoken discourse Associating information with ones existing
background knowledge (activating schema) Guessing meanings
Seeking clarification Listening for the general gist For tests of listening comprehension, various test-
taking strategies
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Easy-to-plan Pre-Listening
Activities
Brainstorming
Think-Pair-Share
Word Webbing/Mind
Mapping
Team Interview
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Easy-to-Plan Listening Tasks
Agree or disagree (with explanation)
Create Venn diagrams
List characteristics, qualities, or features
Strip story (sequencing game)
Match speech to visuals
Compare and contrast to another speech or
text
Give advice
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More Listening Tasks
Compare and contrast to your own experience
Create your own version of the missing
section
Plan a solution to the problem
Share reactions
Create a visual Reenact your own version
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Easy to Plan Post-listening
Assessments Guess the meaning of unknown vocabulary
Analyze the speakers intentions
List the number of people involved and their
function in the script
Analyze the success of communication in thescript
Brainstorm alternative ways of expression
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Phoneme
Morpheme
Word
Phrase
Clause
Utterance
Text
Distinctive Feature
Syllable
PHONOLOGY
MORPHOLOGY
SYNTAX
DISCOURSE
STRESS
RHYTHM
INTONATION
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What Makes Speaking Difficult?
Clustering
Redundancy
Reduced forms
Performance variables
Colloquial language
Rate of delivery
Stress, rhythm & intonation
Interaction
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Tips for Teaching Speaking
Use a range of techniques
Capitalize on intrinsic motivation
Use authentic language in meaningfulcontexts
Give feedback and be careful with corrections
Teach it in conjunction with listening Allow students to initiate communication
Encourage speaking strategies
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Fluency vs. Accuracy
Speaking at normal
speed, without
hesitation, repetition,
or self-correction, andwith the smooth use of
connected speech
Speaking using correct
forms of grammar,
vocabulary, and
pronunciation
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Principles of Teaching Speaking
Beginners
Provide something for the learners to talk
about
Create opportunities for students to interact
by using groupwork or pairwork
Manipulate physical arrangements to promote
speaking practice
Bailey, 2005
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Principles of Teaching Speaking
Intermediate
Plan speaking tasks that involve negotiation
for meaning
Design both transactional and interpersonal
speaking activities
Personalize the speaking activities whenever
possible
Bailey, 2005
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Tasks & Materials
1. Conversations, guided conversations &interviews
2. Information gap & jigsaw activities
3. Scripted dialogues, drama, & role-play
4. Logic puzzles
5. Picture-based activities
6. Physical actions in speaking lessons
7. Extemporaneous speaking
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Communicative Tasks
Motivation is to achieve some outcome using
the language
Activity takes place in real time
Achieving the outcome requires participants
to interact
No restriction on language used
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Example Communicative Tasks
Information gaps
Jigsaw activities
Info gap race (p. 83) Surveys
Guessing games