Teaching of Listening and Speaking : Developing Listening and Speaking

Identifying and integrating listening &
speaking skills

 Involves 8 process of which they occur simultaneously :
1. raw speech image
2. determine the type of speech “colours” the interpretation
3. infer the objective of the speaker react
4. schemata interpret the message
5. assign literal meaning response
6. assigns intended meaning response
7. determine the time to response response
8. delete certain parts of the message retain the important messages

monologue dialogue
Planned unplanned interpersonal transactional
unfamiliar familiar unfamiliar familiar

** clustering ** redundancy
** Reduced forms ** Performance variables
**colloquial language **rate of delivery
**Stress, rhythm, and intonation ** interaction

Retain chunks of language of different lengths in
short-term memory
Discriminate distinctive sounds of English
Recognize English sound structure
Recognize reduced forms of words
Distinguish word boundaries, recognize the core of
words and interpret word order patterns and their
significance

Process speech at different rates of delivery
Process speech containing pauses, errors, corrections, and
other performance variables
Recognize grammatical word classes, systems, patterns,
rules, elliptical forms.
Detect sentence constituent and distinguish between major
and minor constituent.
Recognize that a particular meaning may be expressed in
different grammatical forms.

Recognize cohesive devices in spoken discourse
Recognize the communicative function of utterances,
according to situation, participants, goals.
Infer situations, participants, goals using real-world
knowledge.
From events ideas, describe predicted outcomes, infer links
and connection between pages, deduce causes and effects,
and detect such relations as main idea, supporting idea, new
information, given information, generalization, and
exemplification.

Distinguish between literal and implied meanings
Use facial kinesics, body language and other non-
verbal clues to decipher meanings.
Develop and use a battery of listening strategy such
as detecting keywords, guessing the meaning of
words from context appealing for help and signaling
comprehension.

reactive intensive responsive
Selective extensive interactive
Types of classroom listening performances

Include a focus in an integrated-skills course
Use techniques that are intrinsically motivating
Utilize authentic language and context
Carefully consider the form of listeners’ responses
Encourage the development of listening strategies
Include both bottom-up and top-down listening
techniques

imitative intensive responsive extensive (monologue)
Transactional (dialogue) interpersonal (dialogue)
Types of classroom speaking performances

Produce chunks of language of different lengths
Orally produce differences among the English phonemes
Produce English stress patterns, words in stressed and
unstressed position, rhythmic structure, and intonational
contours.
Produce reduced forms of words and phrases
Use an adequate number of lexial units (words) in order to
accomplish pragmatic purposes
Produce fluent speech at different rates of delivery.

Monitor you own oral production and use various strategic
devise – pauses , fillers, self-corrections, backtracking – to
enhance the clarity of the message.
Use grammatical word classes (nouns, verbs, etc.) systems
(e.g. tense agreement, pluralization), word order, patterns,
rules, and elliptical forms.
Produce speech in natural constituents – in appropriate
phrases, pause groups, breath groups, and sentences.
Express a particular meaning in different grammatical forms.

Use cohesive devices in spoken discourse
Accomplish appropriately communicative functions according
to situations, participants, and goals.
Use appropriate registers, implicature, pragmatic
conventions, and other sociolinguistic features in face-to-face
conversations.
Convey links and connections between events and
communicate such relations as main idea, supporting idea,
new information, given information, generalization, and
exemplification.

Use facial features, kinesics, body language, and other
nonverbal cues along with verbal language to convey
meanings.
Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context for
interpreting the meaning of words, appealing for help, and
accurately assessing how well your interlocutor is
understanding you.

Focus on both fluency and accuracy depending on your
objective
Provide intrinsically motivating techniques
Encourage the use of authentic language in meaningful
context
Provide appropriate feedback and correction
Capitalize on the natural link between speaking and listening
Give students opportunities to initiate oral communication
Encourage the development of speaking strategies

Using conversation for both transactional and interactional
purpose
Producing short and long turn
Managing turn taking
Opening and closing
Initiating and responding to talk on a broad range of topic
Using casual style of speaking

Using conversation in different social settings
Repairing trouble spot in conversation
Maintaining fluency in conversation
Producing talk in a conversational mode
Using conventional fillers and small talk
Using conversational routines

Native language age exposure
innate phonetic ability
Identity and language ego
Motivation and concern for good pronunciation
Factors of
pronunciation

Teaching of Listening and Speaking : Developing Listening and Speaking

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