TEACHING

LISTENING & SPEAKING

 TEAM
CHECK-IN
Bao Ngan Nhu Nhien Hai Nghi

Quang Tri Minh Thu My Duyen Phuong Anh Nguyen

 Difficulties

TABLE OF Classroom performance

CONTENT Principles

Techniques

Sample lesson

Assessment
 TYPES OF SPOKEN LANGUAGE

• speeches • conversation
• planned monologues • interpersonal dialogues
(difficult) (promote social relationship)
• spontaneous monologues • transactional dialogues
(easy) (convey factual information)
 Listening Speaking

What makes Clustering Clustering

L&S Redundancy
Reduced form
Redundancy
Reduced form
difficult? Performance variables Performance variables
Colloquial language Colloquial language
Rate of delivery Rate of delivery
Stress, rhythm, intonation Stress, rhythm, intonation
Interaction Interaction

Complexity
TYPES OF CLASSROOM LISTENING PERFORMANCE

INTENSITY
TYPES OF CLASSROOM SPEAKING PERFORMANCE

INTENSITY
LISTENING
1. Focus on listening in an integrated-
skills course
2. Stimulating and motivating techniques
3. Use authentic language
4. Use Pre-, While-, and Post-Listening
5. Consider the form of listeners’
responses
6. Develop listening strategies for
students
7. Combine bottom-up and top-down
SPEAKING
1. Fluency and Accuracy
2. Appropriate complexity
3. Students’ interests
4. Authentic and Meaningful materials
5. Appropriate feedback
6. Speaking strategies
7. Link between speaking and listening
8. Initiate oral communication
Listening

Bottom-Up & Top-Down Techniques

BOTTOM-UP TOP-DOWN
Focus on specific details: Focus on the big picture:
+ Pronunciation + Setting
+ Intonation + Topic
+ Stress + Mood
+ Specific words + Main idea
 LISTENING GOAL

BEGINNING
Bottom-Up • Selecting Details from the Text (Word Recognition)
Exercises • Listening for Normal Sentence Word Order

Top-Down • Getting the Gist of a Sentence

Exercises • Recognize the Topic

• Build a Semantic Network of Word Associations

Interactive • Recognize a Familiar Word and Relate It to a Category
Exercises • Following Directions
 LISTENING GOAL

INTERMEDIATE
• Recognizing Fast Speech Forms
Bottom-Up
• Finding the Stressed Syllable
Exercises
• Recognize Words as They Are Linked in the Speech Stream

• Listen to Identify the Speaker or the Topic

Top-Down
• Listen to Evaluate Themes and Motives
Exercises
• Finding Main Ideas and Supporting Details

• Use Context to Build Expectations. Use Bottom-Up Processing to

Recognize Missing Words. Compare Your Predictions to What You
Interactive
Actually Heard
Exercises
• Use Incomplete Sensory Data and Cultural Background Information
to Construct a More Complete Understanding of a Text
 LISTENING GOAL

ADVANCED
Bottom-Up • Use Features of Sentence Stress and Volume to Identify Important
Exercises Information for Note-Taking
• Identify Specific Points of Information

Top-Down • Use the Introduction to the Lecture to Predict Its Focus and Direction
Exercises • Use the Lecture Transcript to Predict the Content of the Next Section
• Find the Main Idea of a Lecture Segment

• Use Incoming Details to Determine the Accuracy of Predictions about

Interactive Content
Exercises • Use Knowledge of the Text and the Lecture Content to Fill in Missing
Information
 Speaking

TEACHING • Beginner
CONVERSATION ⚬ conversation about daily
schedules, using the simple
present tense.
• Intermediate
⚬ give advice (imperatives) about
things they should try / request
information about clothing and to
place an order.
• Advanced
⚬ role play that raises awareness of
communication styles.
Speaking
ORAL COMMUNICATION FOR
ACADEMIC PURPOSE

Discussions Presentations
 Speaking

TEACHING
PRONUNCIATION clear, comprehensible pronunciation

• beginning level
⚬ surpass the point at which
• a top-down approach
pronunciation becomes a barrier to
⚬ prioritize stress, rhythm,
communication.
intonation
• teach the role of articulation
• advanced level
in a whole stream of
⚬ intonation features that go beyond
discourse
basic patterns
⚬ voice quality
⚬ phonetic distinctions between registers
⚬ other improvements...
 Speaking
Learner Factors That Affect
TEACHING Pronunciation
PRONUNCIATION
• Native language
• Age
• Exposure
• Innate phonetic ability
• Identity and agency
• Motivation and concern
for good pronunciation
Speaking OTHER ORAL COMMUNICATION
TECHNIQUES
ORAL DIALOGUE GAMES ROLE PLAY
JOURNALS

INFORMATION ORAL FORM-

GAP FOCUSED
ACTIVITIES
 • Generate interest
• Pre-teach key vocabulary
• Listen and sequence
• Listen for the main idea
• Listen for details (e.g. listen and
Before Listening
(Pre-stage) fill in the blanks; listen and
choose the correct answer, etc.)
While Listening • Role-play, debate, or discussion
(During stage) • Create a new ending
• Make a presentation
After Listening
(Post stage)
 • Generate interest
• Pre-teach key vocabulary
• Pre-teach useful languages
• Guided practice
Before Speaking
• Independent practice
(Pre-stage)
• Presenting
While Speaking • Feedbacks
(During stage)

After Speaking
(Post stage)
 MICROSKILLS Listening skills
Small parts of language • Discriminate/ Detect/
Recognise/ Process

MACROSKILLS
Speaking skills
Larger parts of language. • Produce/
Discourse level. Use

References: Brown, H. D. (2015) p. 327, 352

TASKS FOR ASSESSING LISTENING PERFORMANCE
1. distinguishing phonemic pairs/
morphological pairs/ stress patterns
2. paraphrase recognition
3. repetition
4. question (multiple choice/ open-
ended)
5. simple discourse sequences
6. listening cloze
7. information transfer
8. chart completion
9. dictation
10.dialogue
11.lecture
12.stories, narratives
TASKS FOR ASSESSING LISTENING PERFORMANCE
1. distinguishing phonemic pairs/
morphological pairs/ stress patterns
2. paraphrase recognition
3. repetition
4. question (multiple choice/ open-
ended)
5. simple discourse sequences
6. listening cloze
7. information transfer
8. chart completion
9. dictation
10.dialogue
11.lecture
12.stories, narratives
Treat it IGNORE it

No!
 THE QUALITY THE QUANTITY
OF FEEDBACK OF FEEDBACK

Affective elements
+ cognitive elements
 SIMPLY POINT OUT
RECAST INDICATE
INDICATE THE
TYPE OF
LOCATION ERROR
 (Williams, 2005;
THE BEST WAY TO
Loewen, 2011; TREAT ERROR
Sheen & Ellis, 2011;
Spada, 2011) Help learners NOTICE it
and INITIATE REPAIR
Specify the category of speaking
performance.

Describe the micro- and/or

macroskills that are to be assessed

Consider the genre of spoken

language that is being assessed
 CRITERIA

PRONUNCIATION FLUENCY VOCABULARY GRAMMAR

DISCOURSE TASK
FEATURES COMPLETION
 INPUT OUTPUT

LISTENING SPEAKING
Types of Tasks Types of Tasks Micro/ Macro skills assessed
istening speaking
performance performance

Reactive Listen and repeat No

ntensive Distinguish minimal pairs Imitative Repeat minimal pair Discriminate/ Produce sounds

Distinguish morphological Repeat word/ Phrase Remember/ Produce chunks

pairs

Word repetition Recognize/ Produce reduced

form of words

Distinguish stress pattern Repeat sentence Recognize/ Produce stress

pattern, intonation

Paraphase recognition Detect sentence constituents/

Produce speech in natural
constituents
Types of
Tasks Tasks Micro/ Macro skills assessed
Types of speaking
performance
listening
performance

Responsive Multiple choice question Intensive Directed response Process speech/ Monitor and master
oral production
Open question Read aloud Use words/ grammar to achieve
purpose
Simple discourse sequence Picture-cued elicitation
(grammar), translation
(word/ sentence)

Selective Listening cloze Responsive Oral sentence Process speech and Recognise/
completion Use diierent grammatical
Elicitation components/forms to achive
purposes
Information Transfer

Chart completion
Dialogue completion

Sentence repetition Process speech/ Recognise stress

pattern, intonation
Types of Tasks Types of speaking Tasks Micro/ Macro skills assessed
listening performance
performance

Extensive Dictation Responsive Paraphrasing (text) Use words/ grammar to achieve

purpose
Recognize/ Use cohesive devices

Dialogue/ Lecture Extensive Presentations Recognize/ Use cohesive devices

Recognise/ Accomplish communicative
functions
Use nonverbal clues to decipher
meaning
Infer/ Convery links and
connection between events

Interpretive tasks Translation (text) Process speech and Recognise/ Use

diierent grammatical
components/forms to achive purposes
Recognize/ Use cohesive devices
Infer information

Narratives Picture-cued story

telling/ Narrating
ypes of listening Tasks Types of speaking Tasks Micro/ Macro skills assessed
erformance performance

nteractive Role play/ Conversation Interactive Interview/ Role play/ Recognize/ Use cohesive devices
Conversation Recognise/ Accomplish communicative functions
Use nonverbal clues to decipher/ convey meaning
Use listening/ speaking strategies

Discussion/ Debates Discussion/ Debates