group 2 special considerations for teaching listening and speaking
DESCRIPTION
This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn. This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents. Please leave lots of valuable comments!TRANSCRIPT
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Special Considerations Special Considerations for Teaching Listening and for Teaching Listening and
SpeakingSpeaking
Motivation by Park, Achimisul (L)
Vocabulary knowledge by Kim, Yool Bin (L)
When tackling accents by Shawn (S)
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Positive correlation Between Listening Comprehension Motivation and Listening Comprehension.
Not only in listening competency but also in overall life, students become more enthusiastic, have positive attitudes, and try harder continuously.
MotivationMotivation
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With higher motivation, students (1) spend more time, (2) created
more opportunities, and (3) paid more attention to developing and enhancing their English listening comprehension.
Without motivation, student’s self-confidence is debilitated,
resulting in anxiety, and a lower motivation for practicing English listening.
MotivationMotivation
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Why is motivation important? ▶ This is about students’ attitudes to
studying and conducting activities. High degree of motivation makes all tasks and activities more effectively.
Intrinsic motivation is more important than extrinsic motivation. So, teachers should pay attention to help students connect from extrinsic motivation to intrinsic motivation.
How to deal with motivationHow to deal with motivation
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How to deal with motivationHow to deal with motivation
Students Teachers
Knowing their own ground and status Setting a goal Planning Self-monitoring Self-evaluation
Games or Pictures Background knowledge Positive Feedback Enjoyable, relaxed atmosphere Interesting materials
▶ Students feel they have some control over their listening comprehension.
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Planning
Previewing class materials and activities to determining learning goals, objectives and ways to achieve them.
Monitoring
Checking understanding or the appropriateness and the accuracy of what is understood on the progress.
Evaluating
Determining the effectiveness of strategies and assessing comprehension to conclude the success of learning task.
ExampleExample - -
Metacognitive strategies Metacognitive strategies for self-regulationfor self-regulation
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Vocabulary KnowledgeVocabulary Knowledge
How does vocabulary knowledge related to listening?
when L2 learners involve in listening,they usually are not able to
understand the whole sentence.
They catch some words, and that makes them to understand the context.
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Vocabulary KnowledgeVocabulary Knowledge
Vocabulary is a key component to comprehend.
According to Mehrpour and Rahimi’s
work (2010),listening comprehension task is
influenced by general knowledge of vocabulary, and they revealed that specific vocabulary plays a vital role in
EFL, learners’ listening comprehension.
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Vocabulary KnowledgeVocabulary Knowledge
What can help students to learn vocabulary better?
▶ providing vocabulary related to topics ▶ using synonym and antonym
Encourage students to have rich vocabulary knowledge.
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Vocabulary KnowledgeVocabulary Knowledge
▶ synonym and antonym
e.g) help = assist, give a hand, cooperate, promote, aid, support,
promote, enhance ≠ hinder, prevent, avoid,
disturb, interrupt, obstruct
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Teaching SpeakingTeaching SpeakingWhile Tackling AccentsWhile Tackling Accents
Shawn (L)[email protected]
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English ….English ….
English is spoken as a Native language in • United States of America
• United Kingdom
• Canada
• Australia
• Many others as well Within these countries English takes on
many different accents and dialects
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Things to consider Things to consider as an English Teacheras an English Teacher
With the student who is learning all new language sounds foreign.
We may not realize it but some of our accents make it hard for our students to hear particular sounds in words.
Some of us may not have really strong or pronounced accents but we may have speech impediments that augment our speech as well.• Deaf people who have high speech ability
• People with lisps
• People with stutters
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““The Office” The Office” - U.S. and U.K. versionU.S. and U.K. version
A good exercise would be to show an episode of “The Office” to your students (if they are Adults)
The Office is a popular show in both the U.S. and U.K. and the students can practice listening to dialogue in British English as well as in American English so that they can hear the difference in how the language is spoken.
Then afterwards go through the different and similar words that the students heard and see what needs clarification.
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Ways to tackle accentsWays to tackle accents
Utilize other teachers that you work with as your resources to improve your students speaking skills.
Utilize movies from different English speaking countries.
Create audio listening files for your students to listen to.
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Thank you!Thank you!