Objectives
• 1. Historical background and trends
• 2. Principles and guidelines for developing the teaching activities and materials.
• 3. Strategies for classroom instruction.
Aural Comprehension and Oral Skills in TESL/TEFL
• A. Aural Comprehension Instruction- Historical background from 1940s, 1950s 1960s to 70s and 80s.
• Four Models of Listening Instruction
• Developing activities and materials
• Strategies for instructors
Aural Comprehension
1940s, 1950s to 1960s
- Language learning theories neglected the importance of listening
- Listening and reading were regarded as passive skills
1970s:
• - Status changed from one of neglect to increasing importance.
• - Instructional programs include listening with reading, writing and speaking as the 4 skills.
Four Models of Listening Instruction
• Model 1: Listening and repeating
• Model 2: Listening and answering questions
• Model 3: Task listening
• Model 4: Interactive Listening
Model 1
Listening and Repeating
• To listen , repeat and memorize
• Enable students to do pattern drills, repeat dialogues and imitating pronunciation patterns.
Model 2
Listening and Answering Comprehension Questions.
• With increasing speed and accuracy of recall.
• Can increase students’ stock of vocab units and grammar constructions.
Model 3
Task Listening
• Listening and using model.
• Follow directions, complete tasks, solve problem
Model 4
Interactive Listening
• Develop aural/oral skills in interactive academic communication.
• Presentation and discussion activities.
Teaching Oral Skills
Teachers expected to balance a focus on
Fluency: Hedge (1993)
To link units of speech fluently
Natural language use
Accuracy
Murphy (1991):
- Teachers should connect speaking, listening and pronunciation teaching.
- Teachers should use reading, writing as the basis for speaking activities.
Activities to promote oral skills
1. Discussion
- Students introduced to topics via reading, listening passage.
- Planned group or pair work
- Specific responsibility in discussion
- Peer evaluation
2.Speeches
• Prepared and impromptu speeches
- Peer evaluation: guidelines, video/ audio taped for analysis.
- Teacher evaluation:
Delivery, Visual aspects, Content and Organization, Language skills
4. Conversations
• - Interview native speakers
• -Transcription of the interaction
• - Find communication difficulties
• - audio or video taped conversations for self/peer evaluation
5. Audiotaped Oral Dialogue Journals
- Can practice fluency and accuracy
- Teachers can provide individual feedback and instructions
- Extend to other groups or classes
- Peer evaluation