CHAPTER 2Beginning to Listen and Speak in Another Language

영어 말하기 듣기지도

2013.3.18.

Nation & Newton. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.

What Should They Learn?

1. Using a New Alphabet

2. Phrases for Talking about Yourself

3. Phrases and Vocabulary for Everyday Life

4. Sight Vocabulary

5. Classroom Expressions

6. High Frequency Words

How Should the Teaching and Learning be Done?1. Meaning Focus on meaningful and relevant language

2. Interest Maintain interest through a variety of activities

3. New language Avoid overloading learners with too much new language

4. Understanding Provide plenty of comprehensible input

5. Stress-free Create a friendly, safe, cooperative classroom environment

Meaning-focused Dialogue

1. Classroom management.

2. Informal conversation.

3. Recalling previous lessons

4. Finding out learners’ opinions and ideas

Frequency

• http://www.lextutor.ca/concordancers/

• Google Search (some tips)

• COCA Corpus http://corpus.byu.edu/coca/

Which Phrase to Learn?

(in order of importance.)

1. The learners think of things they want to be able to say and the teacher provides the second language phrase to say this.

2. The teacher thinks of the uses the learners need to make of the language and thinks of useful phrases to meet these needs.

3. The teacher consults lists of useful and frequent phrases that researchers have developed.

4. The teacher follows a course book.

Class Activities – What is it?

1. Create your own “What is it?” quiz.

2. Send your image to socioculturaltheory@gmail.com

3. Do not include the answer in the mail.

4. Five minutes

Learning Grid

• See Table 2.1 and 2.2.

• Cf. Bingo (e.g. Personality Bingo for your first class)

• For what purpose would you like to use Bingo and Learning Grid?

Techniques for Early Meaning-focused Speaking• Descriptions

• Hints - Duppenthaler (1988) an interesting variation of “What is it?”

• Stage one, two and three questions - Gurrey (1955)

• Ask and move activity (Buckeridge, 1988)

• Twenty questions

• Walk and talk

• The same or different activity

• Odd one out

Balanced Listening-Speaking Program

• Meaning-focused input. The learners engage in dialogue with the teacher, do activities like listen and do, grids, interview activities and listening to simple stories.

• Meaning-focused output. The learners engage in dialogue with the teacher, do activities like descriptions, a variety of questioning activities like asking by numbers and hints, and guided activities like What is it?, picture stories and the same or different.

Balanced Listening-Speaking Program

• Language-focused learning. The teacher helps the learners with pronunciation, memorising useful phrases and sentences, and substitution tables.

• Fluency development. Memorised phrases and sentences are given repeated practice with an emphasis on reaching a normal speed of production. The learners listen to the same story several times over several days with the deliveries getting faster. The learners do simple repeated role plays which use the sentences and phrases they memorised and the sentences which they have already practised in substitution tables. They also get very fluent listening to numbers.