THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS

THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS

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  THE IMPORTANCE OFTEACHING LISTENING AND SPEAKING SKILLS Morteza Mohammadi WWW.MRTZMHMD.IR
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  Table Of Contents: •Definition of Key terms • Introduction • Speaking activities • Types of Drills • Problems with Drills • Types of Class interaction activities for Students • Integrating listening and Speaking • Conclusion • Reference
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  Definition of Keyterms • Speaking: Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information • Listening The act of mindfully hearing and attempting to comprehend the meaning of words spoken by another in a conversation or speech. (Listen-Comperehend- reply)
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  Introduction English has spreadwidely all over the world, first because of the influence of the British Empire and, second due to the pre- eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
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  Speaking Activities Speaking activitiesare of two groups: Controlled activities generally focus on the learners producing language accurately, while less controlled activities focus on developing the learner´s fluency.
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  Drills They are suitableto learn grammar structures and vocabulary because they are repetitive exercises easier than typical grammar exercises where students practice and repeat the same thing several times. Using drills, the teacher has a lot of control over what the learners say - they must respond to the teacher or each other- the learners must answer correctly and according to a precise pattern.
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  Types of Drills -Substitutiondrills: they are used when the teacher wants to practice a particular vocabulary .These drills are good to improve vocabulary because learners have to substitute one word for another. We can use substitution drills to practice structures as well as vocabulary. -Transformation drills: the teacher invites students to transform sentences, for example, an affirmative sentence into a negative sentence or an affirmative sentence into a question. -Functional-situational drills: the teacher practices the language of a function such as giving an advice.
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  Problem With Drills •One problem with drills is that learners can produce correct sentences without understanding what they say. We can add a meaning element to drills by varying the prompt. • Another problem with drill is that are limited in terms of keeping learner´s motivation because they are very repetitive. We can make drills more interesting by using simple stories.
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  Types of Classinteraction activities for Students • 1-Information gap activities: In this activity, students are supposed to be working in pairs. One student will have the information that the other partner does not have and the partners will share the information. This kind of activity serves many purposes. Each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk.
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  2-Discussion activities This kindof activities gives learners the opportunity to speak more freely and express themselves. It is helpful to structure a discussion activity by giving learners enough information about what they will be talking about and giving them enough time to think about what they want to say. examples could be: • -Surveys: Learners carry out a survey of their class on a topic they like. Learners can then talk about the results of the surveys in the class and discuss them. They are the best way to know likes and dislikes among classmates. • -Ranking activities: They consist of creating a list of items about any topic. • -Planning: They consist of planning activities for a special event or for a place and it is an enjoyable activity for students. An example would be for instance, planning a program for a day out. • -Discussing and solving problems: The learners can talk about a topic (chosen by the teacher or by themselves) and then, they express possible solutions. . -Debates: Learners can be given a statement and they have to decide whether they agree or disagree and why.
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  3-Role-Play • Each learneracquires a personality or interprets a character and receives a card with some information about their role and the situation. In these activities, the teacher gives the information to the learners (cards) such as who they are and what they think or feel. With other learners or in a group, they then have to act out a situation as if they were people on their card.
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  Games • Games areoften useful to liven up a lesson. A typical example of speaking practice game is which is called: “I spy”. This game consists of the teacher chooses something from the classroom, for example, the blackboard and says to the learners: “I spy with my little eye something beginning with “b”, giving them only the first letter. The learners have to guess what it is. • Another game is “yes/no questions”. The teacher thinks of a famous person and learners have to ask yes/no question to find out who the famous person is, for example, “Is he a man?” – Yes. “Can he dance?”- No. These plays can also be carried out in groups.
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  Integrating listening andSpeaking Due to the lack of time English teachers have per week for their subject, the best way to practice listening and speaking is integrating them. There are several activities that integrate listening- comprehension with speaking: - Integrated skills work (jigsaw-listening, for example) - Using video - Using the language laboratory - Using computers and CD-ROMs - During games - Using pop songs (probably the most popular listening activity with secondary students) - Listening as homework
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  Conclusion • According tothe results obtained, we can notice that listening and speaking competences are complex skills that need to be developed consciously. They can best be developed with practice in classroom through activities, which promote interaction between students. • These activities allow students to feel more comfortable and sure when they have to hold a conversation in English and they make the skills more effective in order to get a perfect acquisition of the second language, covering all the skills: listening, speaking, reading and writing.
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  Reference • Anderson, A.& T. Lynch (1988) Listening. Oxford: OUP. • Brown, G. et al. (1984) Teaching Talk. Strategies for Production and Assessment. • Cambridge: Cambridge University Press. • Brown, H.D. (1994) Teaching by principles: An interactive approach to language . • Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman. • Bueno, A, D. Madrid and N. McLaren, (eds). (2006) TEFL in Secondary Education.Granada: Editorial Universidad de Granada. • Celce-Murcia, M. and Goodwin, J. (1996) Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press. • Goodwin, J.- Brinton, D.- Celce-Murcia, M. (1994) "Pronunciation assessment in the ESL/EFL curriculum", in MORLEY, J. (Ed.) Pronunciation Pedagogy and Theory: New Views, New Directions. Alexandria, VA: TESOL. pp. 3-16. • • Harmer,J. (2007) The Practice of English Language Teaching. 4th ed. London: Longman. • • Harris, M. and P. McCann (1994) Assessment. Oxford: OUP.
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  Thank you!