Using Podcasts to Integrate Listening, Speaking, and Pronunciation Skills
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Transcript of Using Podcasts to Integrate Listening, Speaking, and Pronunciation Skills
Using Podcasts to Integrate Speaking, Listening, and
Pronunciation Skills
TESOL 2010TESOL 2010
Patricia Watts, Lecturer
Sue Ingels, PhD Candidate
University of Illinois at Urbana-Champaign
Thursday, March 25, 2010
Outline
Motivation for integrating skillsMotivation for integrating skills Podcasts: definition and rationale for Podcasts: definition and rationale for
useuse How we use Podcasts in our classHow we use Podcasts in our class How to use Podcasts to fit course How to use Podcasts to fit course
objectivesobjectives Advice for using Podcasts effectivelyAdvice for using Podcasts effectively Podcast sourcesPodcast sources
Integrating Listening, Speaking, and Pronunciation
Skills“How you hear English is closely connected with how you speak English.” Gilbert, 1984, p. 3
Listening and speaking occur together in daily life. Natural interdependence useful for the development of oral proficiency (Murphy, 1991)
Integrating Listening, Speaking, and Pronunciation
SkillsViewing pronunciation as part of the entire speech communication act (Morley 1994).
Canale and Swain’s framework of competency (1980) led to a paradigm shift in pronunciation teaching from isolated focus on linguistic competence to focusing on all four competencies: linguistic, discourse, sociolinguistic, and strategic
What is a podcast?
Combination of two words:iPod (Apple’s digital music player) and Broadcasting“Digital audio programs that can be
subscribed to and downloaded by listeners”
(Carvalho 2008)
Why podcasts?
• Like other video & audio resources:• Provide meaningful language input
for analysis and imitation• Raise learner awareness of language
features and use• Learners can go at own pace• Teachers and students can create
them• Authentic language (scripted and
unscripted)
Why podcasts?
Unique advantages:• Easily accessed on internet• Once downloaded, can be used
anywhere, anytime• Large and ever expanding topic
selection• Free content, even to subscribers• Promote independent learning• Help develop a community of
learners
The Podcast Project
Our contextOur context Learner needs
Vocabulary range Natural expressions – idiomatic speech Oral paraphrasing, summarizing, and
quoting Discussion and small talk skills Rhythm Listening to fast speech
The Podcast ProjectThe Podcast Project
What we did 4 multi-part oral recording homework
assignments over 8 weeks Listen and summarize a podcast (done without
viewing the transcript) Various speaking tasks: create discussion
questions for the topic, define terms or idiomatic expressions
Various pronunciation tasks: listen for and mimic rhythm enhancers, primary stress, intonation
Sample Lesson 1: Using Sample Lesson 1: Using Podcasts to reinforce skillsPodcasts to reinforce skills
Listen and take notes. (no transcript Listen and take notes. (no transcript yet)yet)
Summarize the main points of the Summarize the main points of the podcast (1 min.)podcast (1 min.)
Prepare 2 or 3 related discussion Prepare 2 or 3 related discussion questions for small group activity.questions for small group activity.
Sample Lesson 2: Dual Sample Lesson 2: Dual Listening-Pronunciation Listening-Pronunciation
focusfocus Listen to segment 22 – 44 and follow Listen to segment 22 – 44 and follow
along with the transcript. along with the transcript. Listen for the speaker’s use of fast-Listen for the speaker’s use of fast-
speech phenomena, such as speech phenomena, such as contracted speech, reduced vowels, contracted speech, reduced vowels, and linking. and linking.
Practice mimicking the fast-speech Practice mimicking the fast-speech phenomena and record it.phenomena and record it.
Sample Lesson 3: Sample Lesson 3: Incorporate a quotation in Incorporate a quotation in
an oral presentationan oral presentation Listen to segment. Mark message Listen to segment. Mark message
unit boundaries and intonation.unit boundaries and intonation. Mimic the segment to the best of Mimic the segment to the best of
your ability and record it.your ability and record it. Create a similar sentence introducing Create a similar sentence introducing
a person, that person’s title or job, a person, that person’s title or job, and a brief quotation.and a brief quotation.
Audio SourceAudio Source
Source:Source: http://www.engineerguy.com/comm/4680.htmhttp://www.engineerguy.com/comm/4680.htm
Segment :59 – 1: 10Segment :59 – 1: 10
““August Dvorak, a professor of educational August Dvorak, a professor of educational psychology, redesigned the keyboard using psychology, redesigned the keyboard using the then current notions of time-motion the then current notions of time-motion studies. A true believer in a purely scientific studies. A true believer in a purely scientific approach to life he urged his pupils to, quote, approach to life he urged his pupils to, quote, ‘Make yourself efficient and up-to-date, ‘Make yourself efficient and up-to-date, whenever possible, by the use of available whenever possible, by the use of available machines.’” machines.’”
Sample student Sample student performanceperformance
Imitation of original recording
New Quotations created by Ss
During my freshman year of undergraduate study, my professor, Su-Han Lu, told us, quote, “A civil engineer who stays in his office all days long cannot be a good engineer.”
Other Uses of Podcasts
• Match podcast to teaching objective
Discourse StructureDiscourse Structure
“Hello. I’m Dr. Jeff Henriques. And this is PsychOut, where we explore psychology outside of the classroom. And our topic is dreams. Why do we dream? When do we dream? Well let’s start with the second question first. It’s a little bit easier, a little bit shorter answer.”
What does the speaker say and do with his voice to signal topic and focus? Compare phrase length differences in spoken and written text.
Source: Henriques, J. (2009). PsychOut: Dreams. University of Wisconsin-Madison, Department of Psychology. Downloaded through iTunes U.
Listening and SpeakingListening and Speaking
““Ultimately, the storm of blather surrounding recent Ultimately, the storm of blather surrounding recent weather events can largely be blamed on a weather events can largely be blamed on a fundamental misunderstanding. fundamental misunderstanding. WeatherWeather is the day- is the day-to-day temperature, humidity and precipitation. to-day temperature, humidity and precipitation. ClimateClimate is the overall combination of all these is the overall combination of all these events over a long period of time. No single weather events over a long period of time. No single weather event—heat wave, hurricane or blizzard—tells us event—heat wave, hurricane or blizzard—tells us much about climate.” much about climate.”
Listen for definitions of key terms. Record your oral Listen for definitions of key terms. Record your oral summary of the podcast.summary of the podcast.
Source: http://www.scientificamerican.com/podcast/episode.cfm?id=what-does-Source: http://www.scientificamerican.com/podcast/episode.cfm?id=what-does-winter-weather-reveal-abo-10-02-11winter-weather-reveal-abo-10-02-11
Pronunciation TargetsPronunciation Targets
““Congress Congress passed thispassed this just a few months in to just a few months in to the new Obama administration. A few of the the new Obama administration. A few of the new rules took affect new rules took affect last yearlast year but major but major provisions are being phased in on Mondayprovisions are being phased in on Monday.” .” (heavy stresses, rhythm facilitators: linking, (heavy stresses, rhythm facilitators: linking, blending, CCS, reduction)blending, CCS, reduction)
Source: http://www.npr.org/templates/transcript/transcript.php?Source: http://www.npr.org/templates/transcript/transcript.php?storyId=123909483 Downloaded on March 8, 2010. Copyright storyId=123909483 Downloaded on March 8, 2010. Copyright ©2010 National Public Radio®. Heard on Weekend Edition ©2010 National Public Radio®. Heard on Weekend Edition Sunday, February 21, 2010. Sunday, February 21, 2010.
Content-Based Content-Based InstructionInstruction
Identify podcasts that relate to class topic: e.g., HS Identify podcasts that relate to class topic: e.g., HS history class.history class.
Individually or as team projects, students listen to Individually or as team projects, students listen to teacher-selected podcasts and find others from teacher-selected podcasts and find others from varying perspectives.varying perspectives.
Outcomes: oral presentations, creation of new Outcomes: oral presentations, creation of new podcasts, written projects, group work, online podcasts, written projects, group work, online discussion via class websitediscussion via class website
Criteria for Selecting Criteria for Selecting PodcastsPodcasts
Contains salient examples of target Contains salient examples of target featuresfeatures
Speech authenticity matches assignment Speech authenticity matches assignment focusfocus
Contains relevant contentContains relevant content Appropriate rate of speechAppropriate rate of speech Varied speakersVaried speakers Transcripts provided Transcripts provided
TipsTips
Teacher and student need to be familiar with Teacher and student need to be familiar with podcast technology; have internet access or a way podcast technology; have internet access or a way to access podcast filesto access podcast files
Use “adjust tempo” in AudacityUse “adjust tempo” in Audacity Transcripts may have discrepancies with the audioTranscripts may have discrepancies with the audio Assemble and/or create a bank of podcastsAssemble and/or create a bank of podcasts Have Ss make podcasts that can be used in future Have Ss make podcasts that can be used in future
classes (will need their permission)classes (will need their permission) Create your own podcasts to match your teaching Create your own podcasts to match your teaching
contextcontext Use shorter podcasts for lower proficienciesUse shorter podcasts for lower proficiencies Have Ss identify podcasts that interest them—that Have Ss identify podcasts that interest them—that
will assist them in completing course assignmentswill assist them in completing course assignments
Podcast SourcesPodcast SourcesScientific American 1-minute Podcasts (with transcripts)Scientific American 1-minute Podcasts (with transcripts)http://www.sciam.com/podcast/ http://www.sciam.com/podcast/ ““Tune in every weekday for quick reports and commentaries on Tune in every weekday for quick reports and commentaries on the world of science-- it’ll just take a minute.”the world of science-- it’ll just take a minute.”
Bill Hammack’s Engineering & LifeBill Hammack’s Engineering & Lifehttp://www.engineerguy.com/archive/archive.htm http://www.engineerguy.com/archive/archive.htm Audio and transcriptions of 2- to 3-minute radio programs on the Audio and transcriptions of 2- to 3-minute radio programs on the engineering involved in everyday things, from pop-can top engineering involved in everyday things, from pop-can top design to contact lenses to ultrasound imaging.design to contact lenses to ultrasound imaging.
National Public RadioNational Public RadioThis site contains national and international news and This site contains national and international news and information. Selected stories have complete transcripts for their information. Selected stories have complete transcripts for their audio. Some you will have to search for. However, the following audio. Some you will have to search for. However, the following link contains audio and transcripts for stories related to the link contains audio and transcripts for stories related to the Israeli/Palestinian conflict.Israeli/Palestinian conflict.http://www.npr.org/templates/archives/archive.php?http://www.npr.org/templates/archives/archive.php?thingId=1101thingId=1101
iTunes UniversityiTunes University
ReferencesReferencesCanale, M. & Swain, M. (1980). Theoretical bases of communicative Canale, M. & Swain, M. (1980). Theoretical bases of communicative
approach to second language teaching and testing. Applied Linguistics, approach to second language teaching and testing. Applied Linguistics, 1, 1-47.1, 1-47.
Carvalho, A., Aguiar, C., Carvalho, C. J., Cabecinhas, R. (2008). Influence Carvalho, A., Aguiar, C., Carvalho, C. J., Cabecinhas, R. (2008). Influence of podcasts characteristics on higher students’ acceptance. In BONK, of podcasts characteristics on higher students’ acceptance. In BONK, C. J. ; LEE, M. M. ; REYNOLDS, T. H., ed. lit. - “World conference on e-C. J. ; LEE, M. M. ; REYNOLDS, T. H., ed. lit. - “World conference on e-learning in corporate, government, healthcare, & higher education (E-learning in corporate, government, healthcare, & higher education (E-Learn2008) : proceedings, Las Vegas, Nevada, USA, 2008”. Learn2008) : proceedings, Las Vegas, Nevada, USA, 2008”. http://hdl.handle.net/1822/8459 . Retrieved March 8, 2009.http://hdl.handle.net/1822/8459 . Retrieved March 8, 2009.
Gilbert, J. (1984). Clear speech: Pronunciation and listening Gilbert, J. (1984). Clear speech: Pronunciation and listening comprehension in American English. New York: Cambridge University comprehension in American English. New York: Cambridge University Press.Press.
Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening, an pronunciation. listening, an pronunciation. TESOL Quarterly (25) 1, TESOL Quarterly (25) 1, 51-75 51-75
Morley, J. (1994) A multidimensional curriculum design. In J. Morley (Ed.), Morley, J. (1994) A multidimensional curriculum design. In J. Morley (Ed.), Pronunciation Pedagogy and Theory: New Views, New DirectionsPronunciation Pedagogy and Theory: New Views, New Directions. 66-. 66-91. Alexandria, VA: TESOL91. Alexandria, VA: TESOL
Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. “podagogy” for language learning. CALL, (20)CALL, (20), 471-492., 471-492.
Thanks!Thanks!
Questions?Questions?
Contact InformationContact Information
Patricia WattsPatricia [email protected]@illinois.edu
Sue IngelsSue Ingels [email protected]@illinois.edu
Student CommentsStudent Comments
Podcasts offer opportunity to imitate and Podcasts offer opportunity to imitate and compare one’s speech with native speaker compare one’s speech with native speaker model. model.
Students generally found podcast topics that Students generally found podcast topics that were interesting, but some requested a broader were interesting, but some requested a broader range of topics and time for class discussion of range of topics and time for class discussion of these topics.these topics.
Majority of students commented negatively about Majority of students commented negatively about the fast speed of the the fast speed of the Scientific AmericanScientific American podcasts. This hindered comprehensibility and podcasts. This hindered comprehensibility and accurate mimicking of the original.accurate mimicking of the original.
88% of students reported plans to use podcasts 88% of students reported plans to use podcasts for self-study.for self-study.
Teacher CommentsTeacher Comments The biggest concern is planning a cohesive use of The biggest concern is planning a cohesive use of
the resource as an integrated component of an the resource as an integrated component of an existing course.existing course.
Actual speech samples may occasionally deviate Actual speech samples may occasionally deviate from rules taught in class.from rules taught in class.
These assignments require that the teacher listen These assignments require that the teacher listen to the students’ podcast choices. Budget time to the students’ podcast choices. Budget time accordingly or assign the same podcast to all accordingly or assign the same podcast to all students.students.