MFSPEA3

Listening and Speaking in the

English Classroom
28/03/2025
Introduction
• Listening and speaking skills are rarely addressed in class
• Some teachers consider them as ‘ordinary’ as people speak and listen
regularly
• Listening and speaking are the first forms of communication in which
people engage
• Listening and speaking are central skills to learning in all subjects.
The CAPS Document
• Effective listening and speaking strategies allow learners to collect and
synthesise information, construct knowledge, solve problems, and
express ideas and opinions.
• Critical listening skills enable learners to recognise values and
attitudes embedded in texts and to challenge biased and manipulative
language.
• The learning of language structure should aid successful
communication and be linked to the functional uses of language in
different social settings.
• The listening skills taught are determined by the type of oral text and
the aims of the listener
The process of listening
• Listening is an active process which is deeper than hearing.
• Purposeful listening – an activity in which the hearing
facility is focused on sounds or information (Underwood,
1989; 2014; 2017; Hue, 2019).
• The context of listening depends on the topic and the
relationship between the parties involved (Give examples)
• Listening and speaking to people of different social status
differs (Give examples).
The process of speaking
• A range of different sounds in speaking can be differentiated when being
expressed and received.
• Intonation (tone) – we speak differently in different situations. The tone
is part of communication, it changes to enhance the meaning of the
words (Give examples).
• Organisation in speaking includes interruptions like um, er, because at
times we think about our communication. It differs from writing which
has room to create various drafts, which are modified before sending for
reading. Speaking does not allow for “drafts”.
• Speaking is not done in the way writing is done, in terms of the sequence
of statements, and the use of complete sentences. Speaking is not as
well organized as writing.
• (Underwood, 1989; 2014; 2017)
More from Underwood
• Syntax and vocabulary – sentences are often incomplete and more
simply structured; vocabulary is less specific than written discourse;
information is less dense than written language.
• Pauses – when speaking we often pause for thought. In writing that is
not the case – the final version of a piece of writing is not full of
breaks/pauses. It might have fragmentation in the process of being
written, but the final product tends to be complete and fluent.
• Formality – in general the use of spoken communication is less formal
than written (Underwood, 1989; 2014; 2017). However, some
situations require formal speaking (Give examples)
The listening process
• (1) bottom-up processing, in which sounds are regarded as small
pieces of information which are then interpreted individually as they
occur
• (2) the top-down process, in which the listener actively constructs
meaning based on context and prior learning.
• Both processes can operate in listening. Small sounds are collected
and located in terms of our prior learning/knowledge.
• (Nunan, 2002; 2015; 2020)
The listening process continued …
• Listening is based on purpose – for example, when listening to
somebody giving directions to a place, essential elements like when to
turn left, or right are crucial.
• Listening can be interactive/reciprocal. In this case two (or more)
parties engage with each other, listening to comment on a topic.
• Content could be personalized – what we hear is linked to our own
lived experience(s). The speaker could accommodate this by trying to
present content that is accessible to the listener.
Speaking
• Speaking is immediate – there is no delay in the speaking process
• Can be fragmented – we tend to speak without drafting or detailed
preparation, hence we break up our speech, and often repeat or
revise what we are saying
• Involves use of tone (indicates emotion), volume (we speak loudly
when we want to emphasise something), gesture (we move our
hands/arms to emphasise some points)
• (Crystal, 2005; 2013; 2020)
Spontaneity in Speaking
• Pre-planning is minimised – we tend to speak without long planning
processes
• Formality of expression is reduced – similar point to Underwood.
• Conversation involves turn-taking. More than one person is involved
in the process.
• There are cues between speakers regarding turns – often a hand
gesture, or a change in tone, indicates that a person has finished
his/her statement, and the next person can speak.
Speaking and Reading requirements
in the classroom
• Prepared and Unprepared Speech – in which a student speaks on a
topic to the group
• Prepared and Unprepared Reading – in which a student reads from a
text. The unprepared reading process involves the teacher providing
the text for the student, who is not given an opportunity to prepare
for the reading.
• Conversation – a topic is provided to a small group for discussion
Types of Listening in the school
class
• Listening as a part of class engagement – the students and teacher
listen to commentary or statements made by members of the class.
• Listening comprehension – a formal assessment exercise. A text is
read, and questions are asked. Responses are written down and
submitted. (No notes may be made on either the text or the questions
during the process).
• Listening for pleasure – e.g to music, audio books, the radio (talk
shows, music)
Listening as part of Class
Engagement

• Listening to instructions – the teacher provides information on what

to do (Give examples)
• Listening for detail – the participants listen for specific points in a text
that is read
• Listening for process – the participants listen to establish the order of
things to be done (Give examples)
• Listening to confirm one’s expectations – the participants listen to
spoken information with the intention of hearing information that
supports/connects to their existing knowledge/information
Tutorial Activity

Work in groups of 3 or 4

Select two different activities, based on a

particular topic at Grade 10 level and develop two
lesson plans that you would use to teach
purposeful listening that enhances classroom
engagement.