Unit II

Four Language Skills:

Aural and Oral

Reading and Writing

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.

1980s

- Special attention to listening was incorporated into new instructional frameworks.

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.

Developing Listening Comprehension Activities and Materials

Principles

1. Relevance

2. Transferability and Applicability

3. Task Orientation

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

3. Role Plays

• From prepared written scripts

• From situational socio-cultural variations

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

Other Teaching Activities in EFL Context

• Use of authentic materials

• Out of class learning activities:– Field trip– Guest speaker– English club– Language exchange partners