6/25/2023
Module 6: Teaching the language skills:
Listening and Speaking
Lecturer: Dr. Vu Hai Ha
1. Listening & Listening comprehension
2. The nature of the listening process
3. Teaching listening skills
4. Standard format of a listening lesson
5. Factors influencing listening
comprehension
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Hearing (or perceiving)
Attending
Comprehending
Remembering
Listeners actively involve themselves in the
interpretation of what they hear, bringing
their own background knowledge and their
linguistic knowledge to bear on the
information contained in the aural text.
Comprehension is a pre-condition of
listening. It is a covert process.
The bottom up view
The top-down view
The interactive model
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Bottom-up
Top-down
Bottom-up processing involves piercing
together the parts of what is being heard in a
linear fashion, so that utilmately the whole
content will be clear
Top-down processing is holistic, going from
whole to part. It is built on a premise that L is
a interpretive process
We must be careful not to go overboard with
top-down at the expense of bottom-up
WHAT TO TEACH?
HOW TO TEACH?
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recognition (focusing on some aspect of the
code itself)
orientation (ascertaining essential facts about
the text, such as participants, the situation or
context, the general topic, the emotional
tone, and the genre),
comprehension of main ideas, and
understanding and recall of details.
Etc.
Product-based: focusing on the language
output
Process-based: focusing on the underlying
abilities and skills used in producing the
products
Final
Planning & verification
Predicting Monitoring state
First Second
verification resolution
stage stage
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Planning/Predicting Stage
(1) Once the Ss know the topic and text types,
they predict types of info and possible words
they may hear (Planning and directed
direction)
First verification stage
(2) Ss verify initial hypothesis: correct as
required, and note additional info understood
Monitoring
(3) Students compare what they have written
with peers, modify as required, establish what
needs resolutions
Second resolution stage
(4) Students verify points of disagreement, make
connections and write down additional details
understood (Monitorng and problem solving)
(5) Class discussion on which all contribute to
reconstruction of the text
Final verification stae
(6) Students listen for for what they could not
decipher ealier (Solution-attention and
monitoring)
(7) Based on discussion of strategies used to
compensate for what was not understood, Ss
worite goals for next listening activity.
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Pre- While- Post-
listening listening listening
Pre-listening
a) Discussion
b) Prediction
c) Questions
While-listening
a) Identifying the gist
b) Identifying features of natural input
c) Dictation
d) Prediction
e) Classification
f) Written support
g) Questions
Post-listening
a) Evaluation
b) Speaking
c) Writing
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Learner/ Listener
Listening
Teacher/Instructor
materials
1. Speaking & speaking skills
2. Approaches to teaching speaking
3. Principles to teaching speaking
4. Factors influencing oral
communication
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Speaking is “an interactive process of
constructing meaning that involves
producing and receiving and processing
information”. It is often spontaneous,
open-ended, and evolving” (Florez,
1999, p. 1).
the features which give speech the qualities of being
natural and normal, including native-like use of pausing,
rhythm, intonation, stress, rate of speaking, and use of
interjections and interruptions.
The ability to control grammar, vocabulary,
and pronunciation.
Sometimes contrasted with fluency, but in
fact a component of fluency.
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It focuses on reading and writing
The vocabulary studied is determined by the
reading text
The sentence is the basic unit of teaching and
language practice
The primary emphasis is on accuracy
Teaching is deductive
The medium of instruction is typically the students’
native language
Speaking consists largely of reading translations
aloud or doing grammar exercises orally.
Speaking is taught by having students repeat
sentences and recite memorized dialogues
from the textbook.
Repetition drills are designed to familiarize
students with the sounds and structural
patterns of the language.
Lessons follow the sequence of presentation,
practice, and production
Interaction-based activities: role-plays,
information gap tasks.
Pairwork and groupwork are typical
organizational features of interaction-
based lessons
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Age or maturational constraints
Aural medium
Socio- cultural factors
Affective factors
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