The Teaching Of Listening And Speaking 1

Differences between written and spoken language

Written Permanence -it is permanent and able to be stored -readers are able to return to the text whenever necessary -messages can be sent across the physical and temporal -reader cannot confront writer to explain herself/himself Spoken -once a sentence is spoken, it vanishes - listeners have to make - immediate perception and storage; -messages can be sent -across physical distance as well as temporal

Distance

Processing time

- Allows reader to read at their own pace - slower processing time

-listeners have to follow their rate of delivery or risk being left behind in a conversation;

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Written Orthography -only have graphemes -reader has to infer. interpret and read btw the line

Spoken --has phonemes; -also has stress, rhythms, pauses, volume and nonverbal cues that enhance messages
-has shorter clauses and connected by coordinate conjunction

Complexity

-has larger clauses and more subordination

vocabulary

-uses greater variety of lexical items -allows writer more time to think -more formal because writers have to conform to certain forms/format
-writers normally work alone; -he/she has complete control of expressing himself/herself

-vocabulary in our daily conversation is limited

Formality

Repetition, rephrasing & paraphrasing

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-speaker often repeats what he/she has said -listener can ask for clarification 3

Written Paralinguistics features -paralinguistic features such as gestures, body language, conversation fillers are present contractions are user regularly

Spoken --paralinguistic features are not obvious

Contractions

formal writing could not use contractions

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Principles of teaching listening

listening is an active, purposeful process of making sense of what we hear; it is also a receptive skill principles in listening are processed in 2 ways: a. top down based on content and textual scheme b. bottom up based on knowledge of vocabulary, grammar and sounds expose students to different types of listening; a. listening for specific information b. global or gist listening c. inference

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Principles of teaching listening

teach variety of tasks consider text, difficulty and authenticity; a. task authenticity b. input authenticity teach listening strategies - predicting, inferring, monitoring, clarifying, responding, evaluating

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Principles of teaching speaking

For low level students: a. provide something for learners to talk about b. create opportunities for stud to interact by using group work or pair work c. manipulate physical arrangement to promote practice a. inside-outside circle b. tango seating c. cocktail party technique

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For immediate level students: a. plan speaking task that involve negotiation for meaning; b. design both transactional and interpersonal speaking activities; c. personalise content of speaking activities

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Principles of teaching speaking

For advanced level students: a. help learners to combine fluency and accuracy b. encourage learners to take reasonable risks in English c. provide opportunities for learners to notice the gap

Classroom techniques and tasks in teaching listening: a. dictation b. tasks for specific listening c. tasks for gist listening d. listening between the lines - inferring

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Some activities that can be taught to teach listening: a. information gap b. jigsaw activities c. role-plays d. simulations e. contact assignment

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