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Listening and Speaking Needs of World Language Learners
Brainstorm listening needs of world language students
Repeat for speaking.
Activity 1 Oral Communication: Listening and Speaking
Sit in groups:
- Decide in your group which learning strategies would help your
students with oral communication skills (listening and speaking)
- How will you model a particular strategy for listening or speaking?
TBP p. 136-147 Discuss ex. 7, p. 147
Quia pages: http://www.quia.com/pages/au540.html
LSH Chapter 10 - Sample lessons
Discussion of thematic units, workshop on development of CALLA
lessons
Teaching Oral Communication: Listening Comprehension and
Speaking
Listening and Speaking Skills of Beginners and Intermediate Students
Since most classes are multilevel, it is important to understand
typical skills and needs of beginning and intermediate levels. Teacher
also needs to know what level students reached in the previous class
(if this is not their first year), and what level will be expected the
next year.
- Beginners: First, the new language is a stream of sound and
students cannot segment the sounds into words. Within a week or so of
exposure to a second language (longer for foreign language), they begin
to comprehend some individual words and phrases, especially if
accompanied by action. TPR is excellent at this stage. They may begin
to repeat words and phrases, often using gestures to make meaning
clear. Some may remain silent (Krashen's Silent Period) while they are
absorbing the new language. Comprehension will always be more advanced
than production.
Teaching tips for beginners: Provide
emotional and social support - assign a buddy, demonstrate what you
want student to do, smile, praise. Provide hands-on activities or
projects in which the beginner can join in with little language
expected.
- Intermediates: Oral language develops rapidly in social context
in second language, while in foreign language, oral language
proficiency is much slower because of limited opportunities to use the
language.
Teaching tips for intermediates:
ELL students need more experiences with academic language, while FL
students need lots of communicative activities. Content-based and
experiential activities work well. Focus on meaning and
comprehensibility, rather than correcting every error or
mispronunciation.
Discussion:
What experiential learning activities can you do in your class or school setting?
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