Promoting Listening and Speaking in Secondary Foreign Language Classrooms Classroom theory and practice.

Promoting Listening and Promoting Listening and Speaking in Secondary Speaking in Secondary

Foreign Language Foreign Language ClassroomsClassrooms

Classroom theory and practiceClassroom theory and practice

Speaking up in class…Speaking up in class…

The development of L2 oral and aural skills The development of L2 oral and aural skills are being increasingly emphasized in are being increasingly emphasized in Taiwanese secondary classrooms.Taiwanese secondary classrooms.

Politicians, administrators, teachers, parents, Politicians, administrators, teachers, parents, and students have all called for and students have all called for speaking/listening exercises to receive more speaking/listening exercises to receive more prominence in secondary instruction, but no prominence in secondary instruction, but no one has yet produced any comprehensive one has yet produced any comprehensive guideline as to how to include such activities.guideline as to how to include such activities.

Why focus on oral skills?

Speaking/Listening are the most fundamental and widely used L2 communication skills.

Recent booms in travel, international business, and information technology has increased the likelihood of using L2 skills in professional or private capacities.

Speaking/Listening skills are often considered to be “knowing” the language.

Resistance to Speaking ActivitiesResistance to Speaking Activities

Nevertheless, implementing activities Nevertheless, implementing activities designed to compensate for the lack of L2-designed to compensate for the lack of L2-speaking opportunities in the students’ speaking opportunities in the students’ native environment can often meet native environment can often meet resistance from:resistance from: StudentsStudents TeachersTeachers AdministratorsAdministrators

Student AnxietyStudent Anxiety

Anxiety in foreign language classes is often centered Anxiety in foreign language classes is often centered on speaking/listening anxiety.on speaking/listening anxiety.

Anxious students may also have difficulties in Anxious students may also have difficulties in discriminating sounds and structures or in catching discriminating sounds and structures or in catching their meaning.their meaning.

The use of new approaches/teaching methodologies The use of new approaches/teaching methodologies (such as using a communicative language teaching (such as using a communicative language teaching approach with Taiwanese students unused to such a approach with Taiwanese students unused to such a classroom format) my classroom format) my heighten anxietyheighten anxiety, thereby , thereby preventing students from obtaining any benefit.preventing students from obtaining any benefit.

Many students fear embarrassment or correction, Many students fear embarrassment or correction, and are thus afraid to use the TL in class.and are thus afraid to use the TL in class.

Many students exhibit surprise and Many students exhibit surprise and emotions of confusion or fear at the emotions of confusion or fear at the thought of having to speak up in the thought of having to speak up in the classroom (Rao, 2002) classroom (Rao, 2002)

Unquestioning cooperation, on the part of Unquestioning cooperation, on the part of the students, is viewed as a sign of the students, is viewed as a sign of respect throughout the region, though it respect throughout the region, though it is often mistaken for boredom or apathy is often mistaken for boredom or apathy on the part of Western teachers working on the part of Western teachers working in Asia in Asia

Teacher ConcernsTeacher Concerns Teachers may feel that speaking/listening Teachers may feel that speaking/listening

activities take limited time that is better allocated activities take limited time that is better allocated to test preparation.to test preparation.

Teachers are often under pressure from Teachers are often under pressure from administrators and other peers to stick to their administrators and other peers to stick to their textbooks, and to use their authority in order to textbooks, and to use their authority in order to be viewed as competent and committed.be viewed as competent and committed.

Teachers sometimes lack confidence in their own Teachers sometimes lack confidence in their own communicative abilities.communicative abilities.

Teachers may fear a “loss of control” when the Teachers may fear a “loss of control” when the class gets noisy – and it may be hard to class gets noisy – and it may be hard to guarantee that students remain on-task or guarantee that students remain on-task or complete the activity in the TL.complete the activity in the TL.

Teachers fear students will not be able to Teachers fear students will not be able to understand instruction administered in the TL.understand instruction administered in the TL.

Teachers, themselves, often do not perceive Teachers, themselves, often do not perceive communicative teaching techniques to have any communicative teaching techniques to have any value. A survey by Burnaby and Sun (1989), value. A survey by Burnaby and Sun (1989), interviewing Chinese teachers of English found interviewing Chinese teachers of English found that the teachers mostly viewed communicative that the teachers mostly viewed communicative activities to be “games,” as opposed to serious activities to be “games,” as opposed to serious learning. According to these teachers, learning. According to these teachers, concentrating teaching upon grammar, literature, concentrating teaching upon grammar, literature, and analysis of linguistic features was seen as and analysis of linguistic features was seen as much more prestigious (i.e., being a ‘real’ much more prestigious (i.e., being a ‘real’ teacher) than teaching activities to improve real teacher) than teaching activities to improve real communicative competencies. communicative competencies.

Cambell and Zhao (1993) showed that students Cambell and Zhao (1993) showed that students and teachers in China agree that “the teacher and teachers in China agree that “the teacher should dominate the classroom while students should dominate the classroom while students listen passively and engage in exercises on listen passively and engage in exercises on command. A teacher who does not dominate the command. A teacher who does not dominate the classroom is seen as lazy or incompetent by all classroom is seen as lazy or incompetent by all concerned” (p.5).concerned” (p.5).

We can’t always change the syllabus or We can’t always change the syllabus or administrator expectations. It may be administrator expectations. It may be impossible to “add” communicative activities impossible to “add” communicative activities into an already-busy syllabus. So how can we into an already-busy syllabus. So how can we promote speaking activities in class?promote speaking activities in class?

1.1. First, we need to motivate students to use English in First, we need to motivate students to use English in class.class.

2.2. We must use speaking activities to teach and We must use speaking activities to teach and reinforce what is already in the syllabus. Use reinforce what is already in the syllabus. Use communicative teaching methods are a communicative teaching methods are a means,means, not not an an end to itself.end to itself.

Motivating Students to speak in Motivating Students to speak in classclass

1.1. Speak in the TL: The teacher sets the Speak in the TL: The teacher sets the classroom environment. The more time the classroom environment. The more time the teacher spends speaking the TL, the more teacher spends speaking the TL, the more willing students will be to respond in kind.willing students will be to respond in kind.

2.2. Extrinsic motivation: make a portion of the Extrinsic motivation: make a portion of the final grade dependent on speaking. For final grade dependent on speaking. For example, students may be required to either example, students may be required to either answer or ask one question each class period answer or ask one question each class period (or week, dependent upon time limits and (or week, dependent upon time limits and class size), or students may be rewarded for class size), or students may be rewarded for use of a “daily buzz word.”use of a “daily buzz word.”

3.3. Truly Truly listenlisten to the student response – not to to the student response – not to the structure (grammar), but to the meaning!the structure (grammar), but to the meaning!

Motivating students to speak in Motivating students to speak in classclass

4.4. Promote a classroom environment where making Promote a classroom environment where making mistakes is ok. Point out your own errors mistakes is ok. Point out your own errors (through stories). When students make (through stories). When students make mistakes, point out mistakes, point out what they said rightwhat they said right in in addition to what they said incorrectly.addition to what they said incorrectly.

5.5. Don’t try to “throw” discussion questions at Don’t try to “throw” discussion questions at learners unfamiliar with Communicative learners unfamiliar with Communicative Language Teaching Methodology. Listening to a Language Teaching Methodology. Listening to a single speaker (even a fellow student) can be single speaker (even a fellow student) can be monotonous. Pair and small group work more monotonous. Pair and small group work more accurately reflect how language is used in most accurately reflect how language is used in most life situations. Discuss in pair-small group- large life situations. Discuss in pair-small group- large group – class order.group – class order.

6.6. Desk rearrangement can help to break routine.Desk rearrangement can help to break routine.

Using Speaking Activities as a Using Speaking Activities as a teaching toolteaching tool

Any given lesson plan can implement Any given lesson plan can implement communicative activities. Use the communicative activities. Use the activities to cover/reinforce material.activities to cover/reinforce material.

Examples:Examples: Using directed picture-drawing to practice prepositions of Using directed picture-drawing to practice prepositions of

locationlocation ““Find a person..” interviews to practice specific grammar points. Find a person..” interviews to practice specific grammar points.

“Do you…?”, “Have you…?”, etc.“Do you…?”, “Have you…?”, etc. Situational skits/dialogues as a prelistening/prereading activity.Situational skits/dialogues as a prelistening/prereading activity.

Sample Speaking/Listening Sample Speaking/Listening Activities: Beginning level studentsActivities: Beginning level students

Physical Descriptions: Physical Descriptions: describe a picture or person, describe a picture or person, giving or following directions to draw specific scenes…giving or following directions to draw specific scenes…

Information Gap Activities: Information Gap Activities: Finding the differences Finding the differences between two pictures or stories…between two pictures or stories…

Human dictionary/computer: Human dictionary/computer: Free-choice vocabulary Free-choice vocabulary building exercise whereby teacher translates anything students building exercise whereby teacher translates anything students want to know how to say. The teacher may first require practice want to know how to say. The teacher may first require practice of “classroom language” (i.e., “how do you say…?”) or of “classroom language” (i.e., “how do you say…?”) or circumlocution/explanation. circumlocution/explanation.

Direction Activities: Direction Activities: TPR, directed craft-building, puzzle TPR, directed craft-building, puzzle solving, etc.solving, etc.

Sample Speaking/Listening Sample Speaking/Listening Activities: Advanced level studentsActivities: Advanced level students

debate: debate: organized discussion of viewpoints on topic matters – organized discussion of viewpoints on topic matters – can be in group or pair-work or whole class.can be in group or pair-work or whole class.

opinion/subject presentation: opinion/subject presentation: Prepared presentations Prepared presentations teaching about a given subject.teaching about a given subject.

conversation circles: conversation circles: A means of literature/theme A means of literature/theme discussion. Organize students into consistent (semester-long) discussion. Organize students into consistent (semester-long) “conversation circles” wherein they can discuss opinion matters “conversation circles” wherein they can discuss opinion matters before engaging in class dialogues.before engaging in class dialogues.

It is generally advisable to conduct issue It is generally advisable to conduct issue discussions in the following order: pair, discussions in the following order: pair, small group, small group with teacher small group, small group with teacher input, whole class.input, whole class.

Various Speaking ActivitiesVarious Speaking Activities

There are literally thousands of speaking There are literally thousands of speaking and listening activities available for and listening activities available for teachers to choose from. Use creativity in teachers to choose from. Use creativity in adapting them to your larger class focus. adapting them to your larger class focus. Games such as Games such as $64,000 Pyramid, $64,000 Pyramid, Jeopardy, 4 Truths and a Lie, etc. Jeopardy, 4 Truths and a Lie, etc. can be can be used to cover a wide variety of language used to cover a wide variety of language goals while simultaneously enlivening goals while simultaneously enlivening lethargic classes.lethargic classes.

Activity Examples:Activity Examples:British Council: British Council:

http://www.teachingenglish.org.uk/try/speaktry/speaking_activities.shtmhttp://www.teachingenglish.org.uk/try/speaktry/speaking_activities.shtmll

The new student role pThe new student role playlay

Food flashcardsFood flashcards

People, rooms, livesPeople, rooms, lives

Telephone role-playsTelephone role-plays

The secret code gameThe secret code game

Staged role-playStaged role-play

The cooking testThe cooking test

Story in a bagStory in a bag

True / False storiesTrue / False stories

Why didn't you come tWhy didn't you come to the party?o the party?

Picture dictationPicture dictation

The holiday mazeThe holiday maze

Family treeFamily tree

Getting the whole clasGetting the whole class talkings talking

Improving discussion lImproving discussion lessonsessons

Getting teenagers to taGetting teenagers to talklk

ImprovisationsImprovisations

Find the murdererFind the murderer

Bingo mingleBingo mingle

Short projects to get thShort projects to get them talking - Listsem talking - Lists

Superlative questionsSuperlative questions

Summer destinationsSummer destinations

Preposition basketballPreposition basketball

Running dictationRunning dictation

Simple picture activitySimple picture activity

ARM exercisesARM exercises

Doctors and patients Doctors and patients

Nursery rhyme role-plNursery rhyme role-playay

Fun discussion of contFun discussion of controversial topicsroversial topics

Motivating speaking aMotivating speaking activitiesctivities

Third conditional guesThird conditional guessing gamesing game

Shop service role-playShop service role-play

Dating gameDating game

Story telling gridStory telling grid

Getting teenagers talkiGetting teenagers talking 2ng 2

Discussion wheels Discussion wheels

The crime scene The crime scene

Technology free Technology free crime scenecrime scene

Chain story tellingChain story telling

Task based speakingTask based speaking

Discussion bingoDiscussion bingo

Mini-talksMini-talks

Erase the dialogueErase the dialogue

Interview the expertsInterview the experts

Activity Examples: Activity Examples: Dave’s ESL CaféDave’s ESL Café

http://www.eslcafe.com/idea/index.cgi?Gameshttp://www.eslcafe.com/idea/index.cgi?Games

The "Who Am I?" Guessing GThe "Who Am I?" Guessing Gameame

using the Darwin awards and using the Darwin awards and urban legendsurban legends

"Botticelli" in the classroom..."Botticelli" in the classroom....fits many levels.fits many levels

$100,000 Pyramid$100,000 Pyramid

'Not what it seems auction''Not what it seems auction'

'Stock your pantry' some and a'Stock your pantry' some and any Go Fish variationny Go Fish variation

20 Questions20 Questions

3 Part Sentences3 Part Sentences

4 legs, 2 legs, none (Duck duc4 legs, 2 legs, none (Duck duck goose variation)k goose variation)

5x5 Word Game Show5x5 Word Game Show

A Date With BingoA Date With Bingo

A new variation on A new variation on mystermyster box and twenty questions box and twenty questions

A ship comes loadedA ship comes loaded

Agree to DisagreeAgree to Disagree

Alejo'sAlejo's Word Word PumPum

Alibi for MurderAlibi for Murder

Alphabet SoupAlphabet Soup

Alphabet Soup Attack!Alphabet Soup Attack!

AmnesiaAmnesia

angry swimming, happy hair bangry swimming, happy hair brushing,rushing,

Another Famous Name GameAnother Famous Name Game

Another improvement on HanAnother improvement on Hangmangman

AphabetAphabet Jumble- Jumble-

Article Jeopardy--with questioArticle Jeopardy--with questions!ns!

AUCTION FOR SENTENCEAUCTION FOR SENTENCESS

Baby! What time is it?!?Baby! What time is it?!?

BACK DRAWBACK DRAW

Ball Bomb!Ball Bomb!

balloon busterballoon buster

Banana BananaBanana Banana

Banana'sBanana's

Barbie and Ken Havve Fun Barbie and Ken Havve Fun with Prepositionswith Prepositions

Bargaining game- Shopping Bargaining game- Shopping vocab.vocab.

Basketball MadnessBasketball Madness

BattleshipsBattleships

bean bag toss. Alphabet bean bag toss. Alphabet soundssounds

Beginner's Brilliant Beginner's Brilliant Birthday BingoBirthday Bingo

Best comparison game ever!Best comparison game ever!

Big Thom's Adjective Big Thom's Adjective DominoesDominoes

Big Thom's In, On and Big Thom's In, On and Between ConcentrationBetween Concentration

Any lesson can be adapted to include Any lesson can be adapted to include communicative components!communicative components!

A reading activity: A reading activity: Copy story, cut out individual paragraphs and paste around the Copy story, cut out individual paragraphs and paste around the

room. room. Divide students into teams of 4. Each team has a reader, a writer, Divide students into teams of 4. Each team has a reader, a writer,

a speaker, and a listener. a speaker, and a listener. The listener goes to the teacher and is given a question, which the The listener goes to the teacher and is given a question, which the

student must then deliver to his/her group. student must then deliver to his/her group. The writer copies the question. The writer copies the question. The reader takes the written question and looks at the pages The reader takes the written question and looks at the pages

pasted on the walls for the answer. pasted on the walls for the answer. When the answer is found, the student reports back to the group. When the answer is found, the student reports back to the group.

The writer then writes the answer. The writer then writes the answer. The speaker then goes to the teacher and reports the answer and The speaker then goes to the teacher and reports the answer and

then becomes the listener as the teacher gives him/her the next then becomes the listener as the teacher gives him/her the next question. question.

Everyone shifts roles. The first team to answer all the questions Everyone shifts roles. The first team to answer all the questions wins. Students may then be encouraged to pull the paragraphs off wins. Students may then be encouraged to pull the paragraphs off the wall and assemble the story into the correct order of events.the wall and assemble the story into the correct order of events.

Use your imagination!

• You can always integrate speaking activities into the FL classroom… All that is needed is a little imagination, ingenuity, and work. The more oral communication becomes as regular component of classwork, the more students will respond to it.

Good Luck

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