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Tài liệu học tập Phương pháp giảng dạy tiếng Anh: Phần 2

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Tài liệu học tập "Phương pháp giảng dạy tiếng Anh" Phần 2 gồm các nội dung chính như sau: Teaching listening; Teaching reading; Teaching writing; Teaching speaking. Mời các bạn cùng tham khảo!

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Nội dung Text: Tài liệu học tập Phương pháp giảng dạy tiếng Anh: Phần 2

  1. PART 3 TEACHING LANGUAGE SKILLS 240
  2. Part 3. Teaching English language skills UNIT 8 TEACHING LISTENING SKILLS Objectives This unit aims to: - Realize the importance of learning listening skills; - Discuss the listening skills ESL learners need to develop; - Reveal the problems the learners and teachers may meet with in learning and teaching listening skills and their solutions; - Suggest the ways to teach listening skills. Contents 8.1. Lead in 8.2. Why teach listening skill? 8.3. What to teach in listening skill? 8.4. Principles of teaching listening skill 8.5. How to teach listening skill 241
  3. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH 8.6. Questions for discussion 8.7. Practice exercises 8.8. Summary 8.9. Recommended reading ---*--- 8.1. Lead-in Read the passage below No more champagne And the fireworks are through Here we are, me and you Feeling lost and feeling blue It’s the end of the party And the morning seems so grey So unlike yesterday Now’s the time for us to say ...................................... 1. What English song do you think it has these words? 2. When did you first hear the song? 3. How much did you understand the song at the first time you heard it? And how much now, 100%? 242
  4. Part 3. Teaching English language skills 4. Do you enjoy listening to the song? What time or on what occasion? 8.2. Why teach listening skills? Questions: 1. What is listening? 2. Why should students learn listening skill? Listening is defined as an active process in which listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express. Listening helps English learning in many ways: Listening to spoken English is an important way of learning the language. Students can learn a lot of structures and vocabulary in listening texts. Later, the ability to understand spoken English may become very important in many aspects (for listening to the radio, understanding foreign visitors, studying, etc.). Language skills (listening, speaking, reading and writing) are often integrated with each other in language use. Listening is a receptive skill where the purpose is to comprehend or understand what someone might be saying and we cannot develop speaking skills unless we also develop listening skills. In addition, students understand the relationship between listening and reading. Listening, like reading, is an active process. Listening and reading 243
  5. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH require the use of similar thought processes such as predicting and self-monitoring to attend to the conveyed message for the construction of meaning. And remember that reading a word is much easier if it has first been heard! Learning how to listen can also teach students how to sequence the ideas and express their ideas. This is because students who listen pick up more knowledge to reflect on and think critically about before they respond. These skills help them in writing academically and speaking confidently. Language learners, especially young learners, are eager to understand more and more about target language speakers and cultures. Nowadays in the times of international integration and technological developments language students can get easy access to the rich variety of oral and visual texts available via network-based multimedia. As a result, students have more chance to practise extensive listening. 8.3. What to teach in listening skills Question: What is difference between listening in the real world and listening in the classroom as to why we listen, what to listen, when to listen and how? Listening is a language skill which involves a wide range of sub-skills or tasks in order to recognize the sounds 244
  6. Part 3. Teaching English language skills and understand what the sounds mean. Listening also involves the comprehension of structures and meaning of the speaker. In language learning, listening can be classified into intensive and extensive, and top-down and bottom-up listening. 8.3.1. Intensive listening Intensive listening is what you do in the classroom. The goal of intensive listening is to focus on a certain detail; we focus attention to listen for a particular purpose. Intensive listening is featured by two essential skills: learners’ ability to predict and to answer questions. As for the skill to predict, by asking students to predict what they are going to hear, based on a topic, word or sentence, you as teachers, are preparing your learners for what to expect, and guided questions help them decide what to listen for, and keep them focused on the main points. Another important skill for listening to go with predicting is the ability to infer (guess) information that is not directly stated (e.g. when you hear someone say I’m too tired, you can infer from that statement that he does not want to help you). The listener sometimes has to predict what is going to be said next. In terms of the skills of answering questions, teachers use different types of exercises to make sure that listening skills are being developed. The exercises can be in the form of wh- questions (who, what, where), true/false questions, 245
  7. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH gap-filling, form-filling etc. The exercises can be set midway as well as at the end of the listening text. 8.3.2. Extensive listening Extensive listening is defined as the listening that occurs outside the classroom, in the library or at home. Waring (2010) stated that in extensive listening, students often listen for pleasure. It includes listening to a large amount of texts that learners can understand reasonably and smoothly with a high level of comprehension. It is listening without being constrained by pre-set questions or tasks, or listening at or below one’s comfortably fluent listening ability. Extensive listening does not require listening for specific information, listening for the exact words of a phrase or expression, or listening for details. Extensive listening aims to develop learners’ listening skills based on the notion of learner-centered instruction. In extensive listening, learners may choose any listening sources and materials that they find suitable for their English proficiency. The sources they find for listening are highly enjoyable for them, and not very difficult for them to understand. In order to encourage extensive listening we teachers can have students perform a number of tasks. For example, they can record their responses to what they have heard, summarize the contents, add their comments to the responses and share with some or all students in class. The purpose of this or any other tasks is to give students more 246
  8. Part 3. Teaching English language skills and more reasons to listen. When sharing their information with colleagues, they will feel they have developed and have contributed to the progress of the whole group. The motivational power of such feelings should not be underestimated. 8.3.3. Types of listening In recent years there have been two major approaches to explaining the listening process which are called the  top-down and bottom-up approaches. The two types of listening are so classified, based on the assumption that comprehension in listening begins with the received sounds of words, clauses, sentences, texts until meaning is derived. In other words, there are two important processes which involve in understanding communication: top-down processing and bottom-up processing. Top-down processing refers to the use of background knowledge in understanding the meaning of a message. The background knowledge required for top-down processing may be previous knowledge about the topic of communication, situational knowledge and contextual knowledge. Bottom-up processing refers to using the incoming input or linguistic elements, with less use of background knowledge, as the basis for understanding the message. It is noted that listening is a complex multistep procedure that involves different types of processing implies that both 247
  9. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH top-down and bottom-up skills should be practiced in the classroom. Top-down listening Listening for gist, main ideas, topic, and setting of the text This type of listening refers to the situations in which we get the general understanding out of what is said but not stop for every word. Listening for specific information This type of listening skills refers to several specific skills, such as Answering true/false questions Answering wh- questions with who, what, where Completing sentences Filling the gaps Correcting errors Filling a table Filling a form etc… When listening for details, you are interested in a specific  details - perhaps a number, name  or  object. In this kind we ignore all other information until we come to a specific item we are looking for. For example, in a listening test, if you are asked to write down the age of 248
  10. Part 3. Teaching English language skills a person, listen for key words related to age: old, young, years, date of birth, etc. or a number that could represent that person’s age. If it is a conversation, you might wait to hear someone beginning a question with How old…?. Sequencing the information This listening skill refers to the ability to combine ideas you have heard in a particular order, or discovering the order in which they are combined. In order to do this when listening, you need to pay attention to those words as: before, after, later, etc. used to denote consecutive actions; first, then, afterwards, to express a series of action: and while, meanwhile…, etc. to indicate simultaneous actions. Predicting Predicting refers to the situation you need to know or understand what comes after what you have heard or seen on the basis of what you have known. For example, in a class setting, this processing is reinforced every time when the teacher asks learners to predict what they are going to listen based on the title of the listening passage or when the teacher shows pictures about the topic learners are about to listen so they can use their background knowledge to predict what they are going to listen. 249
  11. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH Guessing Guessing means estimating or supposing something without sufficient information to be sure of being correct. In listening, learners try to guess the meanings of words by using the context or situation and co-context (eg. other words around them), guess where the action is taking place based on the noise and guess what the characters are doing based on their voice the learners hear, etc. Inferring In listening, inferring skill refers to when using clues and prior knowledge about a situation to work out the meaning of what we hear without having to find out directly. For example, if you see your father’s motorbike in the front yard, you might infer that he is at home. When you infer, you listen closely to someone and guess at things they mean but haven’t actually said. It’s like guessing, but not making wild guesses. You’re making deductions - guesses based on logic. Listing In listening, learners are expected to list things or ideas they hear by keeping tracks of them according to a certain category or order. For example, in listening to a recording with somebody giving instructions how to cook a dish, you listen and list the steps of preparing and cooking, and the ingredients of the food. 250
  12. Part 3. Teaching English language skills 8.3.4. Bottom up listening Bottom-up listening refers to the process of listeners’ understanding which starts from the smallest linguistic elements of what they hear - the sounds of words, phrase, clause and sentence until they finally reach the non-linguistic context. In other words, in bottom-up listening students try to recognizing lexical and pronunciation features to understand the text; their attention is directly focused on language forms at the word and sentence levels. The bottom-up listening skills that help the learners understand a text may include: Pronunciation-related skills The skills of this type refers to the learners’ ability to distinguish individual sounds, recognize stressed syllables, and listen for intonation patterns in utterances. Listening- repeating is a technique used for pronunciation work. Here the learner is asked to listen, in order to hear a model (a sound, a word, a phrase, a sentence) and reproduce it. Listening of this kind can be effectively used with dialogue, prefabricated patterns (pattern drill, substitution drill...) for the learners to repeat. In addition, listening-writing is also a good method to improve the learners’ ability in pronunciation. In writing dictations, learners, especially young learners, often adopt the cycle: listening-repeating- writing-checking. They can listen to the teacher’s reading, the recorded voice or colleagues’ reading, repeat what they 251
  13. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH have heard and write down. After checking what has been written, they go on to repeat the cycle. This technique of teaching helps the learners, especially the young learners, develop their ability not only in pronunciation but in spelling as well when they are writing. Vocabulary-related skills In  writing, it is easy to realize word boundaries. Conventionally there are spaces between words. In speech, however, word boundaries are not so easy to recognize and understand word meaning. In natural speaking, sounds are often linked together. For example, in the sentence Both dogs and cats are domestic animals the listeners may hear a string of sounds and find it difficult to know the word boundaries when the sounds of the words are linked or changed. In listening, word boundaries can be identified in various ways, but the common way is by potential pause. That means there is a pause which tends to fall between words as illustrated in the sentence The / three / little / pigs / went / to / market. Another way is by identifying semantic units. For example in the sentence I don’t know, there are three units with three meanings. In addition, in listening learners cannot understand the meaning of every word; they need to know that identifying key words and thought groups is an essential skill to understand the meaning. In order to identify a key word, 252
  14. Part 3. Teaching English language skills the word which serve as a key, as to the meaning of another word, a passage or sentence. For example, in the example sentence: My hometown is a nice place to visit because it is close to a beach, and there are lots of interesting walks you can do in the surrounding countryside. Apart from that, learners need to know what a thought group is. A thought group (also called phrase) is a group of words that form a unit of meaning. In speech there is a very short pause in between group thoughts. Every thought group in English has a single focus word, which is usually the last content word. In fast speech, words can be linked together, the focus word usually has greater stress compared with the other words in the sentence. In the following sentence there are three thought groups with three focus words First, check to make sure that your seat belt is secure. Thought groups can be especially useful in presentations, speeches, debates, and other semi-prepared public speaking contexts, but creating thought groups will improve your intelligibility in both your conversational and formal speech. Grammar-related skills These skills refer to the ability to identify different elements relating grammar whose focus is on sentence structure, and how sentences are combined together in connected speech to create a text (also called discourse). In listening, learners need to know that sentences are constructed with three basic parts in the order: subject, verb 253
  15. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH and object to express a complete idea and said with intonation. Thus, learners will typically hear a rising intonation across the utterance for yes/no questions and a falling intonation for wh- questions.  As have been described so far, bottom-up listening skills are used when learners pay much attention to linguistic features of  the aural input. Listening practice should incorporate bottom-up exercises for pronunciation, grammar, and vocabulary that allow learners, especially low-level learners to expand their language repertoire. However, in class, most listening is actually a combination of top-down and bottom-up, and you teachers can use the strategies and exercises to help your students become expert listeners in the classroom and beyond. 8.4. Principle of teaching listening skill Question: Do you agree or disagree with the following points? Why or why not? Teaching listening is helping students to listen, not testing their listening ability. Teachers should pay attention to the listening tasks. Many comprehension tasks may fall somewhere between teaching and testing. In testing, we want to see how well students perform. In teaching we want to help students develop their skills. More than few teachers are attempted to 254
  16. Part 3. Teaching English language skills expect students to give correct answers right after a couple of time listening without preparation and guide a long way. Expose students to different types of listening There are different types of listening for different purposes. Students should experience various types of listening in order to be well prepared for real life listening. Train students to listen Some strategies that may help students learn and monitor their listening skills are: predicting, inferring (Listen between the lines), clarifying (by asking questions or giving feedback, eg. I don’t understand); or responding to show what they hear and finally evaluating their own performance (check on how well they have understood). Use variety of tasks in teaching listening Students also need to work with different types of tasks because through one type of task students’ comprehension skills cannot be fully assessed. For example, if the teacher gets students to do true/ false exercise. There will be 50% of chance that they get it right without actual hearing anything from the text. Preparation is vital Students should be made ready to listen. That means they should discuss the topic, look at the pictures, the titles, etc. to be able to predict what is coming. They should be 255
  17. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH engaged in the topic and the task so that they really want to listen. Different stages of the listening lesson require different tasks At pre-stage, questions should be straight forward and rather general to help activate students’ knowledge and language relating to the topic while more complicated and detail questions should be reversed to the later stages. 8.5. How to teach listening skills There are many ways of presenting listening materials in the classroom settings. The following is one of the many methods to teach listening comprehension that teachers can consider using it. 8.5.1. Orientation (also called Lead-in, Setting the context) Whatever the level of the students, it is a good idea to orient them to what they are going to hear. This introduces the theme of your listening topic. For example, if your listening is about shopping, you could ask students whether or not they ever buy things, whether or not they’ve had good or bad experiences with that. Students could have a small discussion about shopping. 8.5.2. Pre-listening The teacher may begin by saying Now, you are going to hear... Also tell the students what sort of passage they 256
  18. Part 3. Teaching English language skills are going to hear whether a discussion, a dialogue or a monologue. The teacher should make a brief introduction to the topic of the text by asking a few general questions by eliciting their opinions, etc. to encourage them to predict what they are going to hear. Your introduction and questions in setting the context will activate learners’ background knowledge, concepts, previous experiences, etc. and enable them to use their previous knowledge for understanding. 8.5.3. While - listening (or Tasks) First listening Play the MP3 once without stopping. The students listen for the overall picture the first time. You can have them see if their predictions in the stage of setting the context were true. Or, you could give them some very simple, fairly straightforward questions to help them establish some very basic facts (the gist or main idea, True/False about the number of speakers, where they are, whether they are in a good/bad mood, etc.). Have students compare answers with a partner and then quickly go over them together with the class, but don’t spend too much time with this. This breaks the ice for specific information and you don’t want to give away too many details because they’ll listen one more time in the next step. Second listening Play the MP3 again. If the text is long, you can cut it into parts one after another. This time, focus on important 257
  19. TLHT PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH points, pausing and asking what the person said each time. If students are unable to catch an important word or remark, play it again. And if you want students to predict what they are going to hear next or want to check if they have caught a word or remark, simply ask, for example What word?, What happened?, etc. It is important that students need to be given an opportunity to use higher-order thinking skills in English to have an opportunity for discussion on the ideas or themes addressed in the listening. Or, they could expand the topic beyond the strict limits of the listening text by giving an opinion about what they have heard in the listening (eg. text structure, speaker’s attitude or opinion, specific characters, incidents…), or making connections between what they have known from listening and their experience, and the world around them. The second listening is usually enough. If needed, a third listening may be allowed for students to take out much more detailed information. After students have worked with the listening text, you can focus on a grammar or vocabulary point that is featured in the listening. This stage in the lesson can expand beyond the themes of the lesson, and it can help students build on the language they have worked on within the lesson. You can also focus on specific features of connected speech. So 258
  20. Part 3. Teaching English language skills that students learn the ways that language changes when spoken naturally. 8.5.4. Post-listening (or Follow-up) Of course it would be a waste to put aside the listening passage at this point. The teacher can do a lot of useful extension work on it. For example, the teacher can: Summarize linguistic features Point out a number of essential structures and words ever used in the context which are necessary for the students to use in other language situations especially in speaking. The listening passage is also a good means of remedial practice in pronunciation and textual organization. Some times can be spent on the pronunciation of some words which are essential and may cause some trouble in spelling, pronunciation and collocation; or on the way of using conjunctions or connectors in the text. Summarize listening contents Teachers can check if students have understood the listening by asking them to summarize the information they heard, this can be done orally or in writing. Teachers can ask students to have a short discussion about the topic, the topic for the discussion must be taken from the listening task that they previously did and should be interesting enough to inspire comments and debates. 259
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