DEVELOPING

LISTENING &
SPEAKING
Identifying and integrating listening &
speaking skills
 AN INTERACTIVE MODEL OF
LISTENING COMPREHENSION
 Involves 8 process of which they occur simultaneously :

1. raw speech image

2. determine the type of speech “colours” the interpretation
3. infer the objective of the speaker react
4. schemata interpret the message
5. assign literal meaning response
6. assigns intended meaning response
7. determine the time to response response
8. delete certain parts of the message retain the important
messages
 TYPES OF SPOKEN
LANGUAGE
monologue dialogue

Planned unplanned interpersonal

transactional

unfamiliar familiar unfamiliar familiar

Listening
WHAT MAKES LISTENING &
SPEAKING DIFFICULT ?????
** clustering ** redundancy

** Reduced forms ** Performance variables

**colloquial language **rate of delivery

**Stress, rhythm, and intonation ** interaction

Microskills

macroskills
MICROSKILLS
 Retain chunks of language of different lengths
in short-term memory
 Discriminate distinctive sounds of English
 Recognize English sound structure
 Recognize reduced forms of words
 Distinguish word boundaries, recognize the
core of words and interpret word order
patterns and their significance
 Process speech at different rates of delivery
 Process speech containing pauses, errors, corrections,
and other performance variables
 Recognize grammatical word classes, systems,
patterns, rules, elliptical forms.
 Detect sentence constituent and distinguish between
major and minor constituent.
 Recognize that a particular meaning may be
expressed in different grammatical forms.
MACROSKILLS
 Recognize cohesive devices in spoken discourse
 Recognize the communicative function of utterances,
according to situation, participants, goals.
 Infer situations, participants, goals using real-world
knowledge.
 From events ideas, describe predicted outcomes, infer
links and connection between pages, deduce causes
and effects, and detect such relations as main idea,
supporting idea, new information, given information,
generalization, and exemplification.
Distinguish between literal and implied
meanings
Use facial kinesics, body language and other
non-verbal clues to decipher meanings.
Develop and use a battery of listening
strategy such as detecting keywords, guessing
the meaning of words from context appealing
for help and signaling comprehension.
 reactive intensive responsive

Types of classroom listening performances

Selective extensive
interactive
PRINCIPLES OF TEACHING
LISTENING SKILLS
 Include a focus in an integrated-skills course
 Use techniques that are intrinsically motivating
 Utilize authentic language and context
 Carefully consider the form of listeners’ responses
 Encourage the development of listening strategies
 Include both bottom-up and top-down listening
techniques
Speaking
imitative intensive responsive extensive (monologue)

Types of classroom speaking performances

Transactional (dialogue) interpersonal (dialogue)

MICROSKILLS
 Produce chunks of language of different lengths
 Orally produce differences among the English
phonemes
 Produce English stress patterns, words in stressed and
unstressed position, rhythmic structure, and
intonational contours.
 Produce reduced forms of words and phrases
 Use an adequate number of lexial units (words) in
order to accomplish pragmatic purposes
 Produce fluent speech at different rates of delivery.
 Monitor you own oral production and use various
strategic devise – pauses , fillers, self-corrections,
backtracking – to enhance the clarity of the message.
 Use grammatical word classes (nouns, verbs, etc.)
systems (e.g. tense agreement, pluralization), word
order, patterns, rules, and elliptical forms.
 Produce speech in natural constituents – in
appropriate phrases, pause groups, breath groups,
and sentences.
 Express a particular meaning in different grammatical
forms.
MACROSKILLS
 Use cohesive devices in spoken discourse
 Accomplish appropriately communicative functions
according to situations, participants, and goals.
 Use appropriate registers, implicature, pragmatic
conventions, and other sociolinguistic features in
face-to-face conversations.
 Convey links and connections between events and
communicate such relations as main idea, supporting
idea, new information, given information,
generalization, and exemplification.
 Use facial features, kinesics, body language, and
other nonverbal cues along with verbal language to
convey meanings.
 Develop and use a battery of speaking strategies,
such as emphasizing key words, rephrasing, providing
a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well
your interlocutor is understanding you.
PRINCIPLE FOR TEACHING
SPEAKING SKILLS
 Focus on both fluency and accuracy depending on
your objective
 Provide intrinsically motivating techniques
 Encourage the use of authentic language in
meaningful context
 Provide appropriate feedback and correction
 Capitalize on the natural link between speaking and
listening
 Give students opportunities to initiate oral
communication
TEACHING CONVERSATIONS
 Using conversation for both transactional and
interactional purpose
 Producing short and long turn
 Managing turn taking
 Opening and closing
 Initiating and responding to talk on a broad range of
topic
 Using casual style of speaking
 Using conversation in different social settings
 Repairing trouble spot in conversation
 Maintaining fluency in conversation
 Producing talk in a conversational mode
 Using conventional fillers and small talk
 Using conversational routines
Native language age exposure

innate phonetic ability

Factors of
Identity and language ego pronunciati
on
Motivation and concern for good pronunciation
DONE BY : AYUNI, ZAM AND
NABILAH.
THANK YOU 