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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

TOPIC 2

DEVELOPING LISTENING & SPEAKING SKILLS

2.1 SYNOPSIS This topic aims to help course participants to identify and relate listening and speaking skillls in the Malaysian primary school syllabus, enhance their knowledge on developing listening and speaking skills and explore the techniques in the teaching of listening and speaking skills. It consists of information on listening and speaking skills and some reflect and review sections. Some exercises are included for further reinforcement on the topic. Some suggested useful websites addresses are provided at the end of the module to give additional support to course participants.

2.2 LEARNING OUTCOMES

By the end of Topic 2, you will be able to: A. Identify and interpret listening and speaking skills in the primary school syllabus B. Integrate and develop listening and speaking skills C. Engage the techniques for teaching listening and speaking skills

2.3 CONTENT

A. IDENTIFYING AND INTERPRETING LISTENING AND SPEAKING SKILLS IN THE PRIMARY SCHOOL SYLLABUS Introduction Learning to speak is the first form of language most of us learn, but we are probably unaware of how we learnt it, or the level and types of skills we possess. When we speak, our mind would be processing lots of information, and this happens in great speed and agility. The processes are dynamic and constantly change as new meanings arise in a conversation. This is largely unconscious and we rarely reflect on what it involves.

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

This process is the main challenge in teaching speaking and listening. However, we can all improve our speaking and listening, and developing greater self-awareness is the key to improving our ability in this area. Explicit teaching of speaking and listening provides an opportunity to use interesting and innovative approaches that learners will enjoy. Let us look at a comparison between the KBSR and KSSR to identify and understand the role of Listening and Speaking in our Primary school syllabus.

A comparison of KBSR and KSSR

KBSR Aims The syllabus for primary school aims to equip learners with basic skills and knowledge of the subjects so as to enable them to communicate, both orally and in writing, in and out of school.

KSSR The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils level of development.

Main focus

3M : Reading, Writing, Counting Skills : speak, listen, read, write & basic numerical skills (add, subtract, multiply, divide) Values : Islamic Studies & Moral Education

The new curriculum emphasises on holistic development of the students which encompasses new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and Communication Technology (ICT).

Objectives

By the end of the primary school, learners should be able to i. listen to and understand simple spoken English in certain given contexts;

By the end of the primary school, learners should be able to i. communicate with peers and adults confidently and appropriately in formal and informal

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

ii. ask and answer questions, speak and express themselves clearly to others using simple language; iii. acquire good reading habits to understand, enjoy and extract information from a variety of texts; iv. write legibly and express ideas in simple language; v. show an awareness and appreciation of moral values as well as love for the nation.

situations; ii. Read and comprehend a range of English texts for information and enjoyment; iii. Write a range of texts using appropriate language, style and form through a variety of media; iv. Appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and v. use correct and appropriate rules of grammar in speech and writing.

Principles of KBSR

Overall development(JERIS) Acquiring basic skills Inculcation of good moral values Student-centred teaching and learning Flexible principle General education Lifelong education

The new curriculum emphasises on holistic development of the students which encompasses new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and Communication Technology (ICT).

KSSR: Curriculum content for Year 1,2 and 3 Presently, the Standard Documents by CDC unit of KPM (Kementerian Pelajaran Malaysia) lays out the English language curriculum for Year 1,2 and 3. The curriculum content is organised in terms of Content Standards and Learning Standards. Content Standards specify the essential knowledge, skills, understandings and strategies that pupils need to learn.

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Learning Standards describe in detail the degree or quality of proficiency that pupils need to display in relation to the Content Standard for a particular year. In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils become familiar with words that willl be introduced in their early reading and writing lessons. The emphasis in the initial stages willl be on vocabulary acquisition.

Listening and Speaking Component The curriculum content for Year 1,2 and 3 encompasses listening and speaking, reading, writing, language arts, grammar and word list. In KSSR, the listening and speaking component is taught simultaneously as one component. Let us look into the details of this content in the listening and speaking component. By end of Year 2, the component on listening and speaking aims at developing pupils ability to listen and respond to stimulus with guidance, participate in daily conversations, listen and demonstrate understanding of text, talk about stories heard; and listen and follow simple instructions. The learning standards for listening and speaking range from the discrete sound, word and phrase recognition to an understading of chunks of heard texts. Listening and speaking are seen as core skills of early literacy. Pupils should be taught how to listen carefully as well as feel encouraged to speak from the basic level of sound, word, phrase and move on to structural sentences in various situational contexts. At every stage, the stress, rhythm and intonation patterns need to be used correctly. In addition pupils are also encouraged to recognise, understand and use verbal and non-verbal communication. Oral communcation practice by means of repeating, responding, understanding and applying what pupils have heard sensitises their senses to be ready for communiction. Relationship are established through the ability to communicate by listening first then speaking thoughts, ideas an feelings. It is hoped by the end of primary school, pupils should become confident speakers who can communicate clearly, appropriately and coherently in any given context. Pupils need to listen carefully and respond to what others say and think about the needs of their listeners. Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions where viewpoints and opinions are exchanged. The use of various text types is recommended; ranging from teacher stimulated texts to media broadcasts and authentic dialogues.
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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Exercise 1 Analyse both the KBSR & KSSR syllabus items for LISTENING & SPEAKING Skills. Present your analysis in the form of a chart/ table.

Compare the syllabus items from Year 1- Year 6 to locate common traits pertaining to the KSSR English Syllabus

Reflect & Review Look through the KBSR and the KSSR English language Syllabus for Year 1 and Year 2. Give your review based on the following questions: a. What are the skills focused in the syllabus? b. What do you think of the syllabus? c. What method/approach is emphasized/ preferred? (look at the topic, activity, and objectives) d. If you are given a choice, which of the syllabus would you choose?

Compare your views and opinions with your coursemates.

B. INTEGRATE AND DEVELOP LISTENING AND SPEAKING SKILLS Before we learn how to integrate listening and speaking skills in our teaching and learning process in a Primary ESL classroom, it is essential to understand how listening and speaking are developed in a child. Reflect & Review

a. How are listening skills acquired in childhood? b. How do babies participate in conversations with parents? c. How do they learn to listen to their own class discussion?

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Exercise 2 Read the narrative below carefully and identify the top-down and bottom-up processes in listening. Refer to Brown (2001) for more exercises.

Sally first tried setting loose a team of gophers. The plan backfired when a dog chased them away. She then entertained a group of teenagers and was delighted when they brought their motorcycles. Unfortunately, she failed to find a Peeping Tom listed in the Yellow Pages. Furthermore, stereo system was not loud enough. The crabgrass might have worked but she didnt have a fan that was sufficiently powerful. The obscene phone calls gave her hope until the number was changed. She thought about calling a door-to-door salesman but decided to hang up a clothesline instead. It was the installation of blinking neon lights across the street that did the trick. She eventually framed the ad from the classified section.

Questions to ponder: Was the narrative comprehensible? What happens when the topic is given? Getting rid of a troublesome neighbour. What process do you think is involved when you read the above passage? When do you use the top-down processing? When do you use the bottom-up processing?

Read the definition of the top-down and bottom-up processing below.

Definition of Top-down and Bottom-up Process What is meant by ... Top-down processing ?

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Refers to the use of background knowledge in understanding the meaning of a message. Bottom-up processing ?

Refers to the use of incoming data as a source of information about the meaning of a message (decode) (Richards, 1990) Micro-skills of Listening Comprehension Listening Strategies Looking for key words Looking for non-verbal cues to meaning Predicting a speakers purpose by the context of the spoken discourse Associating information with ones existing cognitive structure (activating background knowledge) Guessing at meanings Seeking clarification Listening for the general list Various test-taking strategies for listening comprehension

C. TECHNIQUES FOR TEACHING LISTENING AND SPEAKING SKILLS TEACHING OF LISTENING Types of Listening Activities Reference: Penny Ur (1996: p112-114) i. No overt response: Students do not need to do anything in response to the listening, however, facial expression and body language often show if they are following or not. - Stories - Songs - Entertainment: films, theatre, video Short responses -Obeying instructions -Ticking off items -True/ False
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ii.

TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

-Detectiing mistakes -Cloze -Guessing information -Skimming and scanning

iii. Longer responses -Answering questions -Note-taking -Paraphrasing and translating -Summarizing

iv. Extended responses -Problem-solving -Interpretation

Criteria for selection of activities Nature of listening task requirement Response- no overt response, short, long or extended response Blank interval in the case of cloze Difficulty level of task Vocabulary level

Nature of the recorded material Students proficiency level Students interest Authentic/ non-authentic Number of speakers Speed of delivery Content of reference Complexity of thought and ideas Style of utterance- formal, colloquial Accent and degree of disturbance Complexity of communication situation

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Selection of teaching techniques The selection of teaching techniques and strategies in the classroom used for beginners, intermediate and advanced students will highly depend on the characteristics of the students. Teachers should be aware of the employment of different teaching strategies for students of different level, who differ in many aspects of learning. To enable teachers to make the right decision in choosing the most appropriate techniques in the teaching of listening and speaking skills, it is essential to do a need analysis of pupils.

Let us look at the characteristics of the pupils in your class! Are they beginners, intermediate or advance learners? a. Beginners Characteristics of pupils: They cannot distinguish English speech sounds from noises in the environment or sounds of other languages. Pupils have no idea of the rules of English pronunciation or grammar. b. Intermediate Characteristics of pupils: They have fairly good grasp of the phonemic system but have difficulty with authentic texts. Pupils cannot handle features eg hesitations,, false starts, noise etc. However, they can remember longer phrases & sentences. c. Advanced Characteristics of pupils: They are very proficient in the language and can process language. Pupils can pay attention to language content. They have interpersonal relations with speakers and can engage in intellectual discussion. They are also capable of using compensatory strategies eg infer,predict etc.

Suggested teaching-learning strategies Before you prepare either a listening lesson or a listening and speaking lesson, you will need to consider the four main aspects as follows: A. Length of input-( 1- 3 minutes maximum) for listening texts B. Type of input- (use educated/ acceptable Malaysian variety) C. Speed of delivery D. Outcome of listening / listening and speaking

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

What kinds of listening tasks are appropriate?

There are numerous activities to choose from for developing listening skills. Lund (1990) has categorised them according to nine responses that can be observed as comprehension checks: Doing: the listener responds physically such as in Total PhysicalResponse (TPR); Choosing: the listener selects from alternatives such as pictures, objects, texts, or actions; Transferring: the listener transforms the message such as drawing a route on map, or filling in a chart; Answering: the listener answers questions about the text; Condensing: the listener takes notes or makes an outline; Extending: the listener goes beyond the text by continuing the story or solving a problem; Duplicating: the listener simply repeats or translates the message; Modeling: the listener performs a similar task, e.g. gives instructions to a coworker after listening to a model or; Conversing: the listener is an active participant in a face-to-face conversation. (Carol Van Dozer, Center for Applied Linguistics) Reflect and Review Read the following activities and decide which of the following activities are most suitable for beginners, intermediate and advanced students?

a. Interactive Activities listening to a word and brainstorming related words, listening to a list and categorizing the words, following directions

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

b. Top-down Activities identifying emotions, understanding meaning of sentences, recognizing the topic

c. Bottom-up Activities discriminating between intonation contours, phonemes, or selective listening for different morphological endings, word or sentence recognition, listening for word order

Principles for Designing Listening techniques Use techniques that are intrinsically motivating Use authentic language and contexts Carefully consider the form of listeners responses Encourage the development of listening strategies Include bottom-up and top-down listening techniques

Successful Listening Activities Purpose for Listening A form of response (doing, choosing, answering, transferring, condensing, duplicating, extending, conversing) Repetition depends on objectives and students level A motivating listening text is authentic and relates to students interests and needs Have the skills integrated at the different stages of the lesson : Pre-task While-task, Post-task

Listening Strategies Teach student how to listen Looking for keywords


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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Looking for nonverbal cues to meaning Predicting a speakers purpose by the context of the spoken discourse Associating information with ones existing background knowledge (activating schema) Guessing meanings Seeking clarification Listening for the general gist For tests of listening comprehension, various test-taking strategies

a. Easy to plan Pre Listening Activity Brainstorming Think-Pair-Share Mind Mapping Team Interview

b. Easy to plan Listening Task Agree or disagree (with explanation) Create Venn diagrams List characteristics, qualities, or features Strip story (sequencing game) Match speech to visuals Compare and contrast to another speech or text Give advice Compare and contrast to your own experience Create your own version of the missing section Plan a solution to the problem Share reactions

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Create a visual Reenact your own version

c. Easy to plan Post Listening Activity Guess the meaning of unknown vocabulary Analyze the speakers intentions List the number of people involved and their function in the script Analyze the success of communication in the script Brainstorm alternative ways of expression

TEACHING OF SPEAKING a. What make speaking difficult?

Clustering Redundancy Reduced forms Performance variables Colloquial language Rate of delivery Stress, rhythm & intonation Interaction

b. Tips for Teaching Speaking Use a range of techniques Capitalize on intrinsic motivation Use authentic language in meaningful contexts Give feedback and be careful with corrections

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Teach it in conjunction with listening Allow students to initiate communication Encourage speaking strategies

c. Principles of Teaching Speaking to - beginners : Provide something for the learners to talk about Create opportunities for students to interact by using groupwork or pairwork Manipulate physical arrangements to promote speaking practice - intermediate / advanced: Plan speaking tasks that involve negotiation for meaning Design both transactional and interpersonal speaking activities Personalize the speaking activities whenever possible

d. Some examples of Tasks and Materials: Conversations, guided conversations & interviews Information gap & jigsaw activities Scripted dialogues, drama, & role-play Logic puzzles Picture-based activities Physical actions in speaking lessons Extemporaneous speaking

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

e. Communicative Tasks Motivation is to achieve some outcome using the language Activity takes place in real time Achieving the outcome requires participants to interact No restriction on language used Some examples of communicative tasks are : Information gaps Jigsaw activities Info gap race Surveys Guessing games

References

Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press. Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Celce-Murcia (Ed.), Teaching english as a second or foreign language (2nd ed.) (pp. 81-106). Boston: Heinle and Heinle. Nunan, D., & Miller, L. (Eds.). (1995). New Ways in Teaching Listening. Alexandria, VA: Penny Ur. (1996) Teaching Listening Comprehension. Cambridge University Press. Further Readings

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom

Websites

Click on the links below for more information: Teaching of Speaking : http://www.nclrc.org/essentials/speaking/developspeak.htm Teaching of Listening: http://www.nclrc.org/essentials/listening/liindex.htm Teaching of Listening and Speaking : http://www.teachingenglish.org.uk http://skstt.files.wordpress.com/2011/01/02-year-1-guide-book.pdf

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