EESL542D Assignment #2:

By team #2

Eun Joo Lee

Soo yeun Kim

Soo Hyun Kim

Su jeong Kim

January 14th, 2011

Considerations and solutions of

Teaching Listening and Speaking

A Special Considerations in Teaching Listening

1. Mental Block

One of the largest inhibitors for listening

While listening, a student suddenly decides that he or she doesn't understand what is being said.

At this point, many students just tune out or get caught up in an internal dialogue trying to trans-late a specific word.

Some students convince themselves that they are not able to understand spoken English

well and create problems for themselves.

by Soo yeun Kim

The Key for helping students improvetheir listening skill

To convince them that not understanding is OK.

This is more of an attitude adjustment than any-thing else, and it is easier for some students to accept than others.

Another important point to try to teach students is that they need to listen to English as often as possible, but for short periods of time.

Applica-tion

Encourage them to get a film, or listen to an English radio sta-tion, but not to watch an entire film or listen for two hours.

Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week.

However, for this strategy to work, students must not expect improved understanding too quickly.

The brain is capable of amazing things if given time, students must have the patience to wait for results.

If a student continues this exercise over two to three months their listening comprehension skills will greatly improve

Solution for Mental Block

Stop: Turn Off Competing Messages - Decentering 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

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Important points to remember

Listening is not a natural process

Listening requires effort

All listeners do not receive the same messages

2. Fun activity for listening

One of the largest inhibitors for listening is...

For students of English, the main reason listening comprehension is difficult is that there are simply too many new and unfamiliar words. in addition,

cultural differences (ex. an idiom, a slang word ) problems with different accents/speed lack listening stamina/ they get tired but

Flatness

by Eun Joo Lee

The Key for helping students improvetheir listening skill

Active listening enhances understanding of vocabulary as well as various aspects of literacy.

English-speaking movies are one of the ways to improve listen-ing skills for English language learners

Read more: Movies allow students to hear various dialects, ac-cents, and tones of speech.

Students who enjoy listening to their movie idols will enjoy the challenge of imitating their idols speech

Imitation is the highest form of flattery; it is also a great way to learn - think "modeling."

Applica-tion

Before showing a film, it is best that the educator familiarize with the film.

The teacher should make a list of words, phrases that students might have diffi-culty with or that might need explanation.

The teacher can discuss things like the period around which the movie was made, why the director decided to use a particular location, who the actors are and why they made the movie.

Once the movie is over, allow students to sit for a few minutes, silently process-ing what they have seen and heard. (They may take notes to help them remem-ber.)

Have them write down any questions they may have

Begin the movie debriefing by going over questions and vocabulary that was problematic

students may be asked to analyze the movie

If students are able to answer questions about what they have just seen and heard, they understood the movie, which means their listening skills are devel-oping

Solution for Mental Block

Accept the fact that you are not going to understand every-

thing . Keep cool (idiom=stay relaxed) when you do not understand

- even if you continue to not understand for a long time Do not translate into your native language

(synonym=mother tongue) Listen for the gist (noun=general idea) of the conversation.

Important points to remember

Arouse student's interest through fun activity.

Choose material (movies) they can understand at least part of, but which also challenges you to lis-ten hard.

A Special Considerations in Teaching Speaking

1. Peer – Pressure

. What make students feel difficult when they speak in English?

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by Soo Hyun Kim

Why do students have peer-pressure when they speak in English?

Overly aware of their audience Over consideration of grammar due to the fear of

making mistake

How can we address the difficulty in a classroom?

“ Collaboration in a small group”

Have students participated in small group conversation

“ Collaboration in a small group”

Talking about familiar topics relating to their community

and work

Using vocabulary and grammar by asking questions and communicating personal information

How collaboration affects the difficulty of peer-pressure?

Working collaboratively with classmates is an ef-

fective strategy to encourage students to speak English more confidently.

It is easier for students to speak in groups rather than as individuals.

In each group, students can exchange their opin-ions about different cultures, share their learning experiences and complete a given task together.

2. difficulties with teaching speaking

When non- native speaker teaches by using English

Students can learn authentic language

Students can be exposed to English environment

Strengths

by Su jeong Kim

Students can not understand English 100%

Students have to judge by inference what speaker is saying

It is difficult for students to learn grammar systematically

Students tend not to concentrate on teacher

Weaknesses

Don’t slang expression

To express imperative sentence politely

To making creative activity games

Points for non- native teachers

Key to phonetic symbols Vowels

Symbols Examples

/ i : / jeans, see

/ i: / if, big

/ e / (cf : ε ) end, red

/ æ / mineral, ago

/ Λ / up, cut

/ u: / soon, too

/ u / book, put

/ o / phone, no

/ α / stop, father

Pronunciations

Consonants

Symbols Examples Symbols Examples

/ p / Pay, keep / z / easy, brazil

/ b / back, about / ∫ / / t∫ /

should, pushchair, watch

/ t / talk, light / j / Yes, you

/ d / dance, need / h / high, hit

/ k / car, week / ſ / British

/ g / give, big / m / make, lamp

/ ?/ beaten, latin / n / near, sun

/ f / four, off / l / late, lobster

/ v / very, live / ŋ / long, working

/ θ / thanks, bath /r/ (rounded) rain, rank

/ ð / this, other /r/ (un-rounded)

There, butter

/ s / same, nice / w / woman, would

Thank you