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 THE TEACHING AND
ASSESSING OF LISTENING AND
SPEAKING SKILLS
-Principle of teaching listening and speaking
-Types of listening and speaking
-Integrated activities
-Assessing listening and speaking

GROUP MEMBERS:
1.Muhammad Rafiq bin
Razali
2.Nor Azah bt Sarip @
Khalid
TEACHING LISTENING
 WHAT ARE SOME OF THE MOST COMMON
LISTENING SITUATIONS?

 listening to live conversations

 listening to announcements (at airports, railway stations, bus
stations, etc)
 listening to/watching the news, the weather forecast on the
radio/TV
 listening to the radio/watching TV for entertainment watching
a play/movie
 listening to records (songs, etc)
 following a lesson (at school)
 attending a lecture
 listening on the telephone
 following instructions
 listening to someone giving a speech/a public address
Principle of Teaching Listening
1. Focus on process
Listening is not a passive activity. We must do
many things to process information that we are
receiving.
Paying attention.
Constructing meaningful messages in the mind
by relating what we hear to what we already know
(previous knowledge).

So it is very important to design tasks the

performance of which show how well the students
have comprehended the listening material.
2. Combine listening and speaking
Two problems with the traditional listening
classroom:
No opportunities to practise listening and
speaking skills together;
The questions only test the students,
rather than train the students how to listen
or how to develop listening strategies
3. Focus on comprehending meaning
In the traditional textbooks, the listening
exercises are to test the students’ memory,
not their listening comprehension.
Psycholinguistic studies have shown that
people do not remember the exact form of
the message they hear, i.e., they don’t
remember what they hear word for word,
rather, they remember the meaning.
4. Grade difficulty level appropriately
Three factors that may affect the
difficulty level of listening tasks:
Type of language used;
Task or purpose in listening;
Context in which the listening
occurs.
Which of the following would you use for
intermediate middle school students?
In what order?
A videotape of a talk by a native speaker about the
school life of middle school students in the United
States;
A live talk by a competent English-speaking
Chinese psychologist about effective study habits;
An audiotape of an interview with a native English
speaker talking about her experiences living in
China;
An audiotape of the news from CRI (China Radio
International)
4. Grade difficulty level appropriately
The teacher need to evaluate the tasks
provided in textbooks, adapt and design
tasks to provide more variety. Variety does
not only help students remain interested and
motivated to learn, but also provide practise
in the many types of listening situations
which learners will encounter in real life.
5. Carefully consider the form of listener’s responses.

 Often we ask students, “Do you understand?” Of

course, the response is always, “Yes!” However,
how can you know if students truly understand
without something concrete or observable?

Lund (1990) provided a comprehensive list of ways

to check students’ comprehension:
 Showing listening comprehension
by…
 Doing: listener responds physically to a command
 Choosing: listener selects from alternatives such as pictures,
objects, and texts
 Transferring: listener draws a picture of what is heard
 Answering: listener answers questions about the message
 Condensing: listener outlines or takes notes on a lecture
 Extending: listener provides an ending to a story heard
 Duplicating: listener translates the message into the native
language or repeats it verbatim
 Modeling: listener orders a meal, for example, after
listening to a model order
 Conversing: listener engages in a conversation that
indicates appropriate processing of information
6. Encourage the development of listening strategies.

 Again, it is extremely important to build listening

strategies. This cannot be emphasized enough.
Building strategies that help students improve their
listening comprehension beyond the classroom
should be the most important goal.

See the following list of important strategies to build:

Listening strategies to build:
looking for keywords
looking for nonverbal cues to meaning
predicting a speaker’s purpose by the context of the
spoken discourse
associating information with one’s existing cognitive
structure (activating background information)
guessing at meanings
seeking clarification
listening for the general gist
various test-taking strategies for listening
comprehension
7. Include both bottom-up and top-down
listening strategies.

 It is important to use both bottom-up and top-

down techniques when teaching listening. With
young learners who are at the beginning stages,
it could be easy to focus too much on bottom-up
techniques, so be very wary of which of the
skills each listening activity focuses on and
strike a good balance between the two.
Bottom-up
 Bottom-up processing = proceeds from sounds to words to
grammatical relationships to lexical meanings, etc. to a final
message.

 Bottom-up techniques usually focus on sounds, words, intonation,

grammatical structures, and other components of spoken language.

Examples:
 Students listen to a pair of words and circle if the words are same
or different.
 Students match a word they hear with its picture.
 Students listen to a short dialogue and fill in the blanks of a
transcript.
Top-down
 Top-down processing = begins with the schemata or
background knowledge that the listener brings to the text.

 Top-down techniques focus on the activation of background

knowledge and the meaning of the text.

Examples:
 Students listen to some utterances and describe the emotional
reaction they hear: happy, sad, etc.
 Students listen to a sentence describing a picture and select the
correct picture.
 Students listen to a conversation and choose a picture showing
the correct location of the dialogue.
Types of Listening
1. Informational Listening
Goal is to accurately receive information
from another person
Does not involve criticizing or judging,
only learning
Sample scenarios include following
directions, exchanging ideas, or learning
about someone through personal stories
2. Critical Listening
Goal is to consider ideas heard from a
speaker to decide if they make sense
Helps with making decisions based on logic
and evidence, rather than on emotion
Sample scenarios include listening to a
political debate, a talk radio program, or a
restaurant critique
3. Appreciative Listening
Goal is to listen for enjoyment or
entertainment
Does not involve analyzing or evaluating
information
Sample scenarios include attending a rock
concert, listening to music at home, or going
to a Broadway show
4. Empathic Listening
Goal is to understand what the speaker is
saying and feeling
Involves making an effort to look at the
world through someone else’s view
Sample scenarios include listening to an
irate client, helping a friend with an
emotional situation, or listening to someone
who received bad news
Assessing Listening
 Intensive Listening
1. Recognizing Phonological & Morphological
Elements
a. Phonemics pair, consonants

Test-takers read : a. He’s from California

b. She’s from California
b. Phonemics pair, vowels

Test-takers read : a. Is he leaving ?

b. Is he living?

c. Morphological pair, -ed ending

Test-takers read : a. I missed you very much

b. I miss you very much
d. Stress Pattern in can’t

Test-takers read : a. My girlfriend can’t go to the party

b. My girlfriend can go to the party

e. One-word stimulus

Test-takers read : a. vine

b. wine
2. Paraphrase Recognition
a. Sentence paraphrase

Test-takers read : a. Keiko is comfortable in Japan

b. Keiko wants to come to Japan
c. Keiko is Japanese
d. Keiko likes Japan
b. Dialogue paraphrase

Test-takers read : a. Tracy lives in the United States

b. Tracy is American
c. Tracy comes from Canada
d. Maria is Canadian
 Responsive Listening
1. Appropriate response to a question

Test-takers read : a. In about an hour.

b. About an hour
c. About $10
d. Yes, I did
2. Open-ended response to a question

Test-takers read write or speak :_______________

 Selective Listening

Selective listening, in which the test-taker listen

to a limited quantity of aural input and must
discern within it some specific information
Listening Cloze
(cloze dictations or partial dictations)

It requires the test-taker to listen a story

monologue, or conversation and
simultaneously read the written text in which
selected words or phrases have been
selected
In a listening cloze task, test-takers see a
transcript of the passage that they are
listening to and fill in the blanks with the
words or phrases that they hear
 Test-takers write the missing words or
phrases in the blanks

Flight to Portland will depart

from gate at P.M

Flight to Reno will depart at

P.M from gate seventeen
 Extensive Listening

1. Dictation: widely researched genre of

assessing listening comprehension
> 50 – 100 words
> recited 3 times: normal speed, long pauses
between phrases, normal speed
Difficulty can be manipulated by:
The length of the word group
The length of pauses
The speed
Complexity of the discourse, grammar and
vocabulary
Scoring (spelling, grammatical, additional words,
replacement)
Identifying the target groups
1) Beginners
2) Intermediate learners
3) Advance learners
Beginners
1) Characteristics
- Cannot even distinguish an English speech sound
from the noises in the environment or the sounds of
others they do not know
- Have no idea what a word or phrase begins and
where it ends
- Have no idea of the rules of English pronunciations
or grammar
Beginners Beginners
2) Suggested teaching-learning strategies
(a) Length of input
- Do not give more than one to three
minutes ‘ worth of listening materials to process
at one time
Beginners Beginners
(b) Type of input
- Short basic sentence, clear pronunciation,
small stack of words, no background noise.
- Select words/ideas/events that can be
visualized
- Select the materials that are related to objects
in the classroom
Beginners Beginners
- Use pictures, gestures and facial expressions.
E.g: telling a simple story
- Focus on specific aspect of listening. E.g:
minimal pair of discrimination, distinguish between
questions and statements using intonation pattern
Beginners Beginners
(c) Speed of delivery
- Do not slow down tour speech too much. It can
prevents them from learning the natural rhythms and
phraseology of English

(d) Outcome of listening

- Build in a lot redundancy so that pupils can get the
answers without too much difficulty or anxiety.
Intermediate Learners
1) Characteristics
- Have fairly good gasp of the phonemic system of
English but as most of the listening they did at the
beginners’ level fully-scripted texts, they would still
have difficulty with authentic texts.
Intermediate Learners
2) Suggested teaching-learning strategies
(a) Length of input
- They can listen to the listening materials
for 5 to 10 minutes each time
Intermediate Learners
(b) Types of input
- Include two-way communication with more
than one speakers
- Use Malaysian English as a major portion
but simple example of the major varieties, e.g
American and British English can be introduced.
- semi-scripted input
Intermediate Learners
- Use a lot of redundancy when introduce
non-scripted (authentic) materials to them.
- Introduce them to more difficult sub- skills.
E.g : “Do you mind?” would sound like “dju
mind?”
Advanced Learners
1) Characteristics
- Have become very proficient in the language
- Can handle incomplete text and background noise
- Learns to use compensatory strategies – if he fails to
hear something, he tries to infer what it could have been,
using information in the rest of the talk that he did
manage to hear.
 Advanced Learners
2) Suggested teaching-learning strategies
- Use a variety of authentic texts. Select the texts that are
useful for students’ present and future needs
- Emphasis in areas where Malaysians are known to have
problems. E.g: in recognizing intonational differences
- Give practice in listening to all major varieties of
English. E.g: British English, American English and
Australian English.
Planning A Listening Lesson
Pre-Listening
• Teacher does one or more of the following things:
– Tries to rouse the students’ interest in what he is about to
listen
– Makes the students actively aware of
information/experiences
– Does various things that help the students to acquire or
revise the language that would help him to understand
the listening input
– Give pupils a purpose for listening
Pre-Listening
Common Activities:
Informal teacher talks and class discussion
Looking at pictures and talking about them
Making list of possibilities/suggestions
Reading a related text
Predicting outcomes
While-Listening
Contain teaching points
Some common activities:
Answering multiple-choice questions
True/false question
Spotting mistakes
Post-Listening
Students may be given the tasks that are spin-offs of
the main activity
Example, pupils may discuss how the
information/story they have listened to, relate to their
own views on the subject (speaking) or write a letter to
the speaker expressing a personal response to what the
speaker said.
Post-Listening
Some common activities:
Extending list given in the main activity from students’
own experiences/knowledge
Extending notes into full-fledge written assignment or as
basis for speech
Using information obtained from listening for problem-
solving
 Sub-skills Scope

1.3 Listen to and follow -Activities

instruction and direction - Processes

1.4 Listen to, understand and -Main ideas

extract specific information - Supporting details
from a variety of texts for - Cause-and-effect relationship
various purposes - Sequences

1.6 Listen and respond to -Give opinion

simple poems, stories and plays - Relate text to personal
feelings, observation, previous
knowledge
 PRINCIPLES FOR
TEACHING
SPEAKING SKILLS
PRINCIPLE 1
1. Take account of the student as a person

be sensitive, sympathetic and encouraging

select material that is motivating and within their ability
Choose materials that suit their age, interest, experiences
Relate materials to students’ interest and life
PRINCIPLE 2
2.Reduce anxiety by moving from easy to less easy
help students take short turns- respond to invitation, greetings or questioning
provide a familiar environment-earliest stage- beginning stage – advanced stage.
use information-gap activities
 PRINCIPLE 3
3. Maintain a careful balance between accuracy and fluency
provide practice in pronunciation, words stress, sentence stress, intonation and pause
provide opportunities for fluent use of speech
Accuracy = range of correct and appropriate words and structure, correct phonological features
Fluency = smooth, not have too many unnecessary pause when lost words.
PRINCIPLE 4
4. Provide a good model for students to imitate
learn to speak English acceptably yourself!
repeatedly use target speech patterns
consciously teach correct pronunciation, etc
Principle 5
5. Provide appropriate stimuli for eliciting speech
picture, stories, songs, conversations, etc
books, radio, TV, cinema, audio and video cassettes, etc
 Principle 6
6. Vary classroom interaction modes
individual
to whole class
pairwork
group work
Principle 7
7. Give clear instructions
speak loudly, slowly and clearly
demonstrate the proposed task
Principle 8
8. Monitor student activity continuously
encourage those who find the activity difficult
note down common and recurring errors
praise students who perform well or try hard
 Types
of speaking
Introduction
There are basically four types of speaking:
informative
persuasive,
ceremonial

. Each type of speaking is different from the other

and has specific characteristics.
 Informative

 When a person gives a speech before an audience to

impart information on a particular topic or issue, it said to
be an informative speech.

 some examples of informative speeches:

 Business presentations,
 seminars in colleges,
 class presentations in schools
•
Persuasive
Persuasive speeches are those where one tries to persuade
or convince a group of people.

These speeches aim to influence and change the opinions

of the audience.

The most important point that has to be kept in mind here

is that if you want to influence others' views and ideas,
you have to show your enthusiasm while speaking.
Ceremonial
 are usually given on occasions like:
weddings, funerals,graduation parties, retirement
parties etc.

 The most important factor to make these speeches

effective is to add a personal touch to it.
The speech can be humorous, touching or emotional,
as per the occasion and the mood. However, one
should take utmost care not to hurt feelings by making
snide remarks about them.
 Integrating the
Language Skills
The Integrated Skills is excellent
to improve your English structure
and grammar skills. You will focus
on speaking, grammar, vocabulary,
reading and writing skills in a time.
 Advantages
Teachers are able to track students’ progress
in multiple skills at the same time.

 Also, skill integration allows for growth in

all main skill areas at the same time, this
allows students to be able to use their
strengths in order to help them grow in their
weaknesses.
This advantage also relates to motivation,
because if the learner is a weak reader, but
a very strong speaker, they may be
prevented from becoming discouraged and
unmotivated to continue learning the
language. 

In other words, if a student is particularly

strong in reading, they may be able to use
this skill to help them with listening
Integrating the Language Skills:

In order to integrate the language skills

in instruction,
teachers should consider taking these
steps:
¨ Learn more about the various ways to
integrate language skills in the
classroom (e.g., content-based, task-
based, or a combination).
¨ Reflect on their current approach
and evaluate the extent to which the
skills are integrated.

¨ Choose instructional materials,

textbooks, and technologies that
promote the integration of listening,
reading, speaking, and writing, as
well as the associated skills of syntax
vocabulary, and so on.
¨ Even if a given course is labeled
according to just one skill, remember
that it is possible to integrate the other
language skills through appropriate
tasks.

¨ Teach language learning strategies

and emphasize that a given strategy
can often enhance performance in
multiple skills.
What are the key features
of effective assessment in
speaking?
Be clear about what is being
assessed. It is not the accent or
dialect that is being assessed, the
length of the contribution, the
opinion expressed or their
confidence and leadership
qualities.
But it is:

the effectiveness of their talk,

including adaptation to purpose,
context and audience.

a contribution that shows positive

and flexible work in groups;
a contribution that builds on that of
others – showing evidence of
responding.

clarity in communicating, including

the use of reason, clear sequencing of
ideas and the use of standard English.
What does our plan look like for assessment in
school?

In school, how you will assess Speaking ?

You might include the following:

encouraging children to assess and evaluate their

own and each other’s performance.

systematically collect concrete evidence of talk

in the form of group observation sheets, video
and audio recordings, written logs and diaries.
summarising achievement; for
example, at the end of a term or year,
in order to provide information to
help plan for progression in the most
appropriate way;

standardising assessments by visiting

each other’s classrooms and
discussing performance, both within
school.
 Examples of criteria:

Content
Grammar
Vocabulary
Effort
Pronunciation
Word Choice
Comprehension Intonation
Accent
Organization
Eye Contact
Fluency
Comfort level
Make a rubric….

A rubric is a description of what the

students should be able to achieve. It
is meant to
communicate to BOTH students and
teachers what the student CAN do
and what they
must then do to improve.
Criteria Level 1 Level 2 Level 3 Level 4
Assessing through an Interview.
Assessing using retelling.
Anecdotal Records.
Audio Recording.