55 Considerations Considerations in Teachingin Teaching

Listening and Listening and SpeakingSpeaking

California University of San BernardinoCalifornia University of San BernardinoCalifornia University of San BernardinoCalifornia University of San Bernardino

Team #1: Team #1: In Young Choi In Young Choi Ja Eun KimJa Eun Kim

Kyung Chun Kim Kyung Chun Kim Min Jeong KimMin Jeong Kim

EESL542D Listening and Speaking in TESOLEESL542D Listening and Speaking in TESOLEESL542D Listening and Speaking in TESOLEESL542D Listening and Speaking in TESOL

Special Considerations Special Considerations inin

Teaching ListeningTeaching ListeningBy Min Jeong Kim and Ja Eun By Min Jeong Kim and Ja Eun

KimKim

I. The lack of teaching methodI. The lack of teaching method

II. Various accent for listeningII. Various accent for listening

I. The lack of teaching methodI. The lack of teaching method

Problem Problem

Follows are reasons why we use a traditional method which is Follows are reasons why we use a traditional method which is test preparing approach and unwillingly apply various effective test preparing approach and unwillingly apply various effective listening methods. listening methods.

• Focused on writing and reading capacity rather than speaking Focused on writing and reading capacity rather than speaking and listening oneand listening one

• Test-centered education circumstance Test-centered education circumstance

• The lack of opportunities to face the necessary to learn The lack of opportunities to face the necessary to learn authentic tasks. authentic tasks.

This is the image students are having listening lesson of English at a public school.

Effective teaching method Effective teaching method

• It is important for the teacher to It is important for the teacher to provide numerous opportunities for provide numerous opportunities for students to practice listening skills students to practice listening skills and to become actively engaged in and to become actively engaged in the listening process. The three the listening process. The three phases of the listening process are: phases of the listening process are: pre-listening, while-listening, and pre-listening, while-listening, and post-listening. post-listening.

• Nevertheless we only relate while-Nevertheless we only relate while-listening step to teach listening in listening step to teach listening in the class, therefore we need to the class, therefore we need to apply pre-listening and post-apply pre-listening and post-listening processes to teaching listening processes to teaching methods methods

Solution

Effective teaching method-1 Effective teaching method-1

Pre-listening step Pre-listening step Encourage to ask the question: What do I already know Encourage to ask the question: What do I already know

about this topic? and activate existing knowledgeabout this topic? and activate existing knowledge Build prior knowledge with provided appropriate Build prior knowledge with provided appropriate

background information about the topic by teachersbackground information about the topic by teachers Articulate one’s purpose: why am I listeningArticulate one’s purpose: why am I listening??

Related Activities Related Activities Predict possible words and phrases that they might Predict possible words and phrases that they might

hearhear Brainstorm and discuss in pairs or groupsBrainstorm and discuss in pairs or groups View films or photosView films or photos Write and share journal entriesWrite and share journal entries

Effective teaching method-2 Effective teaching method-2

Post-listening stepPost-listening step AAsk questions of themselves and the speaker to clarify sk questions of themselves and the speaker to clarify

their understanding and confirm their assumptionstheir understanding and confirm their assumptions Summarize a speaker's presentation orally, in writing, or Summarize a speaker's presentation orally, in writing, or

as an outlineas an outline Review their notes and add information that they did not Review their notes and add information that they did not

have an opportunity to record during the speechhave an opportunity to record during the speech Analyse and evaluate critically what they have heardAnalyse and evaluate critically what they have heard

Related Activities Related Activities Writing: response journal, learning log, or compositionWriting: response journal, learning log, or composition Reading: further research on a topic or a contradictory Reading: further research on a topic or a contradictory

viewpointviewpoint Art or drama: designing a cover jacket after a book talk or Art or drama: designing a cover jacket after a book talk or

developing a mock trial concerning the topic through developing a mock trial concerning the topic through drama in role drama in role

Effective teaching method-3 Effective teaching method-3

<Pre-listening activity>Making Predicting paper activitybrainstorming and predicting possible words and then build a paper in pairs or groups about listening topic :family event

Examples

<Post-listening activity>Recording activity answering questions about listening tasks with a teacher in front of related backgrounds

II. Various Accents for ListeningII. Various Accents for Listening

• There is no standard English There is no standard English accent.accent.

• All speakers of English are All speakers of English are expected to cope with many expected to cope with many different aspects and learn how to different aspects and learn how to understand them.understand them.

• Current Korean learners have been Current Korean learners have been taught with the American English taught with the American English accent only.accent only.

• They have a hard time They have a hard time understanding the other different understanding the other different accents of English such as the accents of English such as the British accent.British accent.

• They need to be exposed to various They need to be exposed to various English accents with authentic English accents with authentic tasks.tasks.

Effecitve teaching method - 1Effecitve teaching method - 1

The following teaching ideas are based on “The following teaching ideas are based on “Bottom-Bottom-up Processingup Processing”, which is one of the optimal ”, which is one of the optimal teaching listening strategies.teaching listening strategies.

New VocabularyNew Vocabulary Students learn how to pronounce new Students learn how to pronounce new

vocabulary by listening to different English vocabulary by listening to different English accents. (e.g. accents. (e.g. the American accent VS the the American accent VS the British accentBritish accent))

Using computer dictionary website (such as Using computer dictionary website (such as Dictionary.comDictionary.com) as an authentic tool – ) as an authentic tool – Students learn not only definitions but also Students learn not only definitions but also accurate English accents that the dictionary accurate English accents that the dictionary website provides.website provides.

Effective teaching method - 2 Effective teaching method - 2

DictationDictation Students dictate phrases or sentences as listening to Students dictate phrases or sentences as listening to

the American English Vs the British English.the American English Vs the British English. Some Ideas of Class Activities for DictationSome Ideas of Class Activities for Dictation• Listening to a songListening to a song

- Songs usually do not contain various English accents, - Songs usually do not contain various English accents, but this activity will bring students’ alive participation.but this activity will bring students’ alive participation.

- - Pre-ListeningPre-Listening: Introduce new vocabulary.: Introduce new vocabulary.

- - While-ListeningWhile-Listening: Fill in the blanks: Fill in the blanks

Correct wrong words of lyrics etc.Correct wrong words of lyrics etc.

- - Post-ListeningPost-Listening: Students share their favorite songs. : Students share their favorite songs.

• Listening to a short conversationListening to a short conversation

- - Pre-ListeningPre-Listening: Predict what is happening with given titles : Predict what is happening with given titles or pictures/ Introduce new words for listening.or pictures/ Introduce new words for listening.

- - While-ListeningWhile-Listening: Fill in the blanks/ Put sentences in order: Fill in the blanks/ Put sentences in order

- - Post-ListeningPost-Listening: Role-playing based on given situations.: Role-playing based on given situations.

Effective teaching method - 3 Effective teaching method - 3

Video ClipsVideo Clips Students learn different English accents by watching Students learn different English accents by watching

some famous video or movie clips such as “some famous video or movie clips such as “The The Friends “ Friends “ (for the American Accent) or “(for the American Accent) or “Love Love Actually “Actually “(for the British Accent)(for the British Accent)

Students are expected to understand main ideas of Students are expected to understand main ideas of English by being exposed to various English accents.English by being exposed to various English accents.

Through this activity, students are also exposed to Through this activity, students are also exposed to the target culture.the target culture.

Some Class Activities using Video Clips;Some Class Activities using Video Clips;• Fill in the blanks Fill in the blanks (words/ idioms/ slangs/ jargons/ (words/ idioms/ slangs/ jargons/

sentences like common expressions etc.)sentences like common expressions etc.)• PredictingPredicting the main ideas the main ideas

- Students predict what is going to happen next.- Students predict what is going to happen next.

– – Before watching the clipBefore watching the clip

- After watching some parts of the clip- After watching some parts of the clip

Effective teaching method - 4Effective teaching method - 4

CNN/ BBC NewsCNN/ BBC News Students learn not only how to grasp Students learn not only how to grasp

main ideas but also to summarize by main ideas but also to summarize by listening to various English accents on listening to various English accents on CNN/BBC News.CNN/BBC News.

Some teaching tips using NewsSome teaching tips using News- Introduce new vocabulary- Introduce new vocabulary- Listen to the news without stoppingListen to the news without stopping- Listen again/ fill in the blanks on the Listen again/ fill in the blanks on the

provided scriptureprovided scripture- Listen again + summarize in their own Listen again + summarize in their own

wordswords- Role-playing: Be an anchor/a main Role-playing: Be an anchor/a main

news readernews reader

Special Considerations Special Considerations inin

Teaching SpeakingTeaching SpeakingBy In Young Choi and Kyoungchun By In Young Choi and Kyoungchun

KimKim

III. The lack of realia-authentic useIII. The lack of realia-authentic use

IV. The lack of interactionIV. The lack of interaction

III. The Lack of Realia-Authentic UseIII. The Lack of Realia-Authentic Use

In EFL circumstance…In EFL circumstance…• The students take less than 2~3 hours a week The students take less than 2~3 hours a week

of English speaking classes.of English speaking classes.• The students speak in totally native language in The students speak in totally native language in

real life.real life.• The students don’t have enough opportunities The students don’t have enough opportunities

to make use of any vocabularies, phrases, or to make use of any vocabularies, phrases, or expression that they learned from the classes.expression that they learned from the classes.

• The curriculum is still test-centered: Leaning The curriculum is still test-centered: Leaning reading and grammar are much more focused reading and grammar are much more focused on than listening and speaking.on than listening and speaking.

How to teach them betterHow to teach them better

To create classroom speaking activities that To create classroom speaking activities that will develop communicative competence…will develop communicative competence…

Give the students more opportunities to practice language Give the students more opportunities to practice language use freely: English Only Zone, English Speech Contest, E-paluse freely: English Only Zone, English Speech Contest, E-pal

Allow the students communicative activities to practice using Allow the students communicative activities to practice using real-like settings: Situational conversation, Role-playing, real-like settings: Situational conversation, Role-playing, Discussion, Debate, Presentation, Authentic taskDiscussion, Debate, Presentation, Authentic task

Let the students learn autonomous self-regulated learning Let the students learn autonomous self-regulated learning process: The teacher teaches scaffolding process so that process: The teacher teaches scaffolding process so that they develop a plan, resolve a problem, complete an they develop a plan, resolve a problem, complete an assignment and evaluate themselves working “together”.assignment and evaluate themselves working “together”.

Extend the amount of exposure to English: Radio and TV Extend the amount of exposure to English: Radio and TV programs, Youtube clips, English Village, Online speakingprograms, Youtube clips, English Village, Online speaking

Effective teaching method - 1Effective teaching method - 1

Create optimum atmosphereCreate optimum atmosphere Create stress-free atmosphereCreate stress-free atmosphere - Help out instead of pointing out- Help out instead of pointing out

- Promotion of learner autonomy- Promotion of learner autonomy

- Show respect as “Agent” of learning- Show respect as “Agent” of learning

Provide enjoyable topicsProvide enjoyable topics

- Draw interest for active participation and Role-- Draw interest for active participation and Role-playingplaying

- Use real-like situations and multimedia- Use real-like situations and multimediaYou can encourage the students to speak out more

actively and creatively. “Create supportive atmosphere that allowsthem to make mistakes without fear of embarrassment. This will contribute to their self-confidence as speakers and their motivation to learn more (Burkart, 1998).”

Effective teaching method - 2Effective teaching method - 2

Make use of Role-playing and DiscussionMake use of Role-playing and Discussion Give various situations and conditionsGive various situations and conditions - Practice to experience virtual reality in advance- Practice to experience virtual reality in advance

- Provide supportive materials to have a lot to talk about- Provide supportive materials to have a lot to talk about Encourage free discussionEncourage free discussion - One issue can be varied without limitation - One issue can be varied without limitation (reject traditional one correct answer and value multiple answers(reject traditional one correct answer and value multiple answers

and put someone in other’s shoes)and put someone in other’s shoes)

- Attract voluntary participation from the students- Attract voluntary participation from the students

To practice a variety of

situations and conditions is

effective.

Effective teaching method – 3, 4Effective teaching method – 3, 4

Provide technological instructionProvide technological instruction Use online or software programsUse online or software programs - Make up the lack of conversation with - Make up the lack of conversation with

native speakers by using alternative waysnative speakers by using alternative ways

- Inform Radio/TV programs, useful websites or - Inform Radio/TV programs, useful websites or software for regular homework assignmentsoftware for regular homework assignment

Practice makes perfectPractice makes perfect Promote frequency of interaction and utterancePromote frequency of interaction and utterance - Increase the number of time speaking English by students-- Increase the number of time speaking English by students-

to-students and Group-to-group interactionto-students and Group-to-group interaction

- Cultivate the fluency by training a variety of speech - Cultivate the fluency by training a variety of speech samplessamples

- Exploit familiarity with diverse tasks by repetition- Exploit familiarity with diverse tasks by repetition

The student are having talk with a native speaker online.

IV. The Lack of interactionIV. The Lack of interaction

Several reasons why lack of interaction makes Several reasons why lack of interaction makes teaching speaking difficultteaching speaking difficult

Speaking class requires a lot of speaking practice. Speaking class requires a lot of speaking practice. But lack of interaction makes it impossible for But lack of interaction makes it impossible for students to try speaking in class.students to try speaking in class.

Speaking class needs comfortable circumstances Speaking class needs comfortable circumstances so that students can speak actively feeling free. so that students can speak actively feeling free. But lack of interaction can’t create such But lack of interaction can’t create such comfortable circumstances.comfortable circumstances.

Speaking class should be dynamic and exciting to Speaking class should be dynamic and exciting to draw students into active participation. But lack of draw students into active participation. But lack of interaction makes speaking class boring and dull.interaction makes speaking class boring and dull.

How to teach them betterHow to teach them better

Here are several methods to increase interaction in Here are several methods to increase interaction in speaking class.speaking class.

Showing fun multimedia Showing fun multimedia like movie clips and like movie clips and dramas, asking students wh-questions not yes-no dramas, asking students wh-questions not yes-no questions.questions.

Giving motivation to studentsGiving motivation to students asking asking information about their interests like dreams, information about their interests like dreams, favorite stars, and sports, then having them favorite stars, and sports, then having them present their idea to classpresent their idea to class

Using some gamesUsing some games so that students can talk or so that students can talk or explain something each other like twenty question explain something each other like twenty question game, quiz, speed game, and so on.game, quiz, speed game, and so on.

Practical method to use fun multimedia for active Practical method to use fun multimedia for active interaction 1: interaction 1: PLEASE WATCH THIS FOR A PLEASE WATCH THIS FOR A WHILE!WHILE!

1.1. Show students one Show students one of Mr. Bean series of Mr. Bean series

2.2. Ask students Ask students about the about the situation and the situation and the happening using happening using wh-questions .wh-questions .

The examples can be The examples can be “Who is he? Where “Who is he? Where is he? When is it? is he? When is it? Why is he there? Why is he there? What is What is happening? How’s happening? How’s it going?"it going?"

3. As a review, ask 3. As a review, ask students to explain students to explain the situation and the situation and actions while showing actions while showing the movie clip again.the movie clip again.

Effective teaching method - 2Effective teaching method - 2

1.1. Show students Show students some jobs to think some jobs to think of their dreams of their dreams

2.2. Ask students to Ask students to draw their dreams draw their dreams on a canvas.on a canvas.

3.3. Have students Have students explain the explain the pictures to pictures to partners and a partners and a teacher.teacher.

4.4. Have students Have students write things to write things to make dreams make dreams come true.come true.

5. Have all students 5. Have all students present their present their resolutions for their resolutions for their dreams to class. dreams to class.

DreamsDreams

Are you ready? Are you ready? Everyone?Everyone?

You have to explain You have to explain the holidays you the holidays you will see to your will see to your leader.leader.

Go for it!Go for it!

Effective teaching method - 3Effective teaching method - 3

1.1. Ask students to make Ask students to make ten-member groups.ten-member groups.

2.2. Each group leader draws Each group leader draws lots to select one of many lots to select one of many topics. Topics are like topics. Topics are like place, sport, job, holiday, place, sport, job, holiday, etc.etc.

3.3. Each group member takes Each group member takes turns to explain words to turns to explain words to their leader and the their leader and the leader guesses the words. leader guesses the words. If one can’t explain, using If one can’t explain, using gestures is acceptable. gestures is acceptable. The winner team will get The winner team will get candy from a teacher.candy from a teacher.

What is the day? What is the day? people wear ghost people wear ghost clothes and go clothes and go around to get around to get candy saying “Trick candy saying “Trick or treat.”or treat.”

What is the day? What is the day? We can tell lies to We can tell lies to people. So we make people. So we make fun of other people fun of other people all day long.all day long.

What is the day? What is the day? Boys and girls give Boys and girls give and take gifts such and take gifts such as chocolate and as chocolate and candy.candy.

Time’s up! Time’s up!

Good job!Good job!

GamesGames

I believe the children are I believe the children are

our futureour future

Teach them well and let them Teach them well and let them

lead the waylead the way