Teaching Listening and Speaking
Listening Comprehension.
An important factor in interactive listening is whether or not we are taking part in the interaction. Eavesdropping on a conversation is very different from actually participant in one. Because of this, it may seem a waste of time to involve learning in classroom task in which they are involved in listening to conversations among other people. In this case the teacher of ESL could provide learners with strategies for comprehending conversation outside the classroom in which they are not actively involved, but which may provide them with input to feed their teaching learning process, finally their students will get a better result in their nation examination especially for senior high school.
What makes listening difficult?
Talking about difficulty, it is something that always happens in the student of ESL, especially in listening comprehension. There are four clusters of factors which can affect the difficulty of oral language task: these relate to the speaker (how many there are, how quickly they speak, What types of accent they have; the listener (the role of the listener – whether a participant or eavesdropper, the level of response information structure, background knowledge assumed; support (whether there are picture, diagrams or the other visual aids to support the text).
While Anderson and Lynch found that the difficulty of listening task was particularly influenced by the following:
a. The organization of information (texts in which the order in which the information was presented matched its chronological sequence in real life were easier than texts in which the information was presented out of sequence)
b. The familiarity of the topic
c. The explicitness and sufficiency of the information
d. The type of referring expressions used (for example, use of pronouns rather than complete noun phrase referents made texts more difficult
e. Whether the text described ‘static’ relationships (for example geometric figures)
f. Or dynamic relationships (for example road accident)
The way these features were manipulated to produce text which were similar generically but which graded for difficulty can be illustrated by the task of’ trace the route”. In this task the student listen to a description of a journey, route or tour and have to trace this route on a map.
How to apply a good method for listening
The method requires learners in the classroom to interact with each other in small group so as to reconstruct the text as a co-operative endeavor. Learners working in self-study are required to bring their own grammatical resources into play with the notes taken during the dictation so as create a text. Both in classroom and in-self study, learners are actively engaged in the learning process. It is believed that through this active learner involvement students come to comfort their own strengths and weaknesses in English language use.
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There are four steps in this approach of teaching listening comprehension.
a. Preparation. At this stage, teachers prepare students for the text they will be hearing by asking questions and discussing a stimulus picture, by discussing vocabulary, by ensuring that the students know what they are supposed to do, and by ensuring that the students are in the appropriate groups.
b. Dictation. Learners hear the dictation twice. The first time, they listen only and get a general feeling for the text. The second time they take down notes, being encouraged to listen for content words, which will assist them in reconstructing the text. For reasons of consistency, it is preferable that the students listen to a cassette recording rather than teacher-read text.
c. Reconstruction. At the conclusion of the dictation, learners pool notes and produce their version of the text. During this stage it is important that the teacher does not provide any language input.
d. Analysis and correction. There are various ways of dealing with this stage. The small group versions can be reproduced on the board or overhead projector, the texts can be photocopied and distributed, or the students can compare their version with the original sentence by sentence.
2. Speaking on EFL
The most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. In this section we try to look at what it means to speak and interact orally in a second language and try to create a good method to teach the language itself to the learners.
In the previous section above we saw that listening texts and task can be classified in functional terms. For example, we saw that the weather forecast fulfills a different function from transactional encounters, and that this difference is reflected in the type of language that is used. As the similar functional considerations help inform our analyses of texts from the respective of the producer rather than the receiver. In this functional speaking. In the point of view of Bygate, who state that oral interactions can be characterized in terms of routines, which are conventional (and therefore predictable) ways of presenting information which can either focus on information or interaction, being either expository (e.g. Narration, description, instruction, comparison) or evaluative (eg. Explanation, justification, prediction, decision). According to him a further feature of oral interaction is that the participants need constantly to negotiate meaning and generally manage the interaction in terms of who is to say what, to whom, when and about what.
The Difficulty of speaking tasks
One of the complications in determining the difficulty of speaking task is the so-called interlocutor effect. As we have seen, in any interactional speaking task, communication is collaborative venture in which the interlocutors negotiate meaning in order to achieve their communicative ends.
Brown,G and Yule,G have carried out extensive research into factors implicated in task difficulty. In conducting their research (which used native speaker, secondary school pupils) they were confronted with a number of major problems. The first was to motivate pupils to talk while working with an unfamiliar interviewer and while being tape recorded. Their solution was to use a series short tasks conducted under what they describe as ideal conditions and with different content and different demands to sustain the interest of pupils. The second problem is that they did not wish to end up with unrelated performances from which no general description could be drawn. And the solution of this problem is by devising task which formed related groups.
Activities Recommended in Teaching Listening and Speaking
1. Singing
2. Reciting rhymes
3. Listening to stories
4. Playing games according to the learners age, interest and abilities.
That's all about teaching listening and speaking that can help you to know about it, hope you enjoy to read it guys, don't forget to put your comments or anything else if you want to add some information in below. Thank you guys!!! Happy Read it...
Sources:
https://kampungtadris.wordpress.com/2008/11/03/teaching-on-listening-and-speaking-focus-on-difficulties-method-of-teaching-by-abd-ghofur/
https://portals.clio.me/dk/engelsk/4-6/forloeb/show-unitplan/?unit_plan=c6e70641-d9c6-d305-602c-561eee40619c&cHash=aa583a566507022f380b2c5fbf528d81
https://www.sciencedirect.com/topics/psychology/learning-to-learn
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