Study Circle on Teaching Listening, Speaking, and Pronunciation

IV-D. Study Circle on Teaching Listening, Speaking, and Pronunciation Table of Contents Facilitator Guide 3 Introduction .........................................................................................................................3 Session 1: Preparation ..........................................................................................................4 Session 2: Preparation ........................................................................................................10 Session 3............................................................................................................................. 14 Readings.............................................................................................................................16 Improving Adult English Language Learners’ Speaking Skills...........................................16 Improving Adult ESL Learners’ Pronunciation Skills.......................................................21 Improving ESL Learners’ Listening Skills: At the Workplace and Beyond..........................27 Participant Handouts 35 Information for Participants...............................................................................................35 Reflections on Listening Tasks...........................................................................................37 Reflections on Speaking Tasks...........................................................................................38 New Activity Planning Form for Listening and Speaking Tasks.......................................39 New Activity Notes for Listening and Speaking Tasks......................................................40 New Activity Planning Form for Pronunciation Instruction..............................................41 New Activity Notes for Pronunciation Instruction ............................................................42 Evaluation Form.................................................................................................................43 Suggested Reading List......................................................................................................44 Readings.............................................................................................................................45 Improving Adult English Language Learners’ Speaking Skills...........................................45 Improving Adult ESL Learners’ Pronunciation Skills.......................................................50 Improving ESL Learners’ Listening Skills: At the Workplace and Beyond..........................56 Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-1 Facilitator Guide Page is left blank intentionally. The CAELA Guide for Adult ESL Trainers Study Circle on Teaching Listening, Speaking, and Pronunciation Facilitator Guide Introduction The purpose of this study circle is to familiarize participants with the existing research on the processes of listening, speaking, and pronunciation acquisition, and to explore the pedagogical implications of this research in their own classrooms. Readings 4 Improving Adult English Language Learners’ Speaking Skills, by MaryAnn Cunningham Florez. www.cal.org/caela/esl_resources/digests/Speak.html 4 Improving ESL Learners’ Listening Skills: At the Workplace and Beyond, by Carol Van Duzer. www.cal.org/caela/esl_resources/digests/LISTENQA.html 4 Improving Adult ESL Learners’ Pronunciation Skills, by MaryAnn Cunningham Florez. www.cal.org/caela/esl_resources/digests/Pronun.html Session Lengths Session 1: 2 hours Session 2: 2.5 hours Session 3: 1.5 hours Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-3 Facilitator Guide The CAELA Guide for Adult ESL Trainers Session 1 Facilitator Preparation for Session 1 1. Two weeks before the first session, send participants information about the study circle (location, times, etc.). 2. At that time, ask them to do the following within 1 week: 4 Write a short reaction/response to at least two of these statements: ï The most effective way to teach languages is to combine all of the skills in every lesson rather than trying to teach them separately. ï Strategy use in language learning can and should be taught explicitly. ï For adult ESL learners, speaking and listening are the most important skills. 4 Email their reactions (no more than half a page in total) to you, the facilitator. You should then print these email responses without names on them and bring them to the first session. 3. After Step 2 has been completed, send one group of participants the CAELA digest on listening skills and the others the digest on speaking skills. Instruct them to read the digests before coming to the first session. 4. Remind participants to bring all participant handouts with them to each session. 1. Opening (5 minutes) 4 Welcome the group and introduce yourself. 4 Review the purpose of this study circle. 4 Review logistical details such as the schedule, breaks, and the location of the bathrooms. 4 Agree on the basic ground rules. (See How to Conduct a Study Circle in the “Information for Trainers” section.) 2. Participant introductions (5 minutes) Format: Whole group 4 Have participants briefly introduce themselves. IV-D-4 Study Circle on Teaching Listening, Speaking, and Pronunciation Facilitator Guide The CAELA Guide for Adult ESL Trainers 3. Inkshed exercise on listening and speaking skills (15–20 minutes) Format: Individual and small groups An inkshed is an opportunity for people to exchange ideas on a topic, through writing, in a short time. Responding to a prompt, participants write an initial reaction or idea on a piece of paper and place it in a central location in the room. They should not write their names on the paper. From the central location, they then take another person’s paper, quickly read it, write a short response to it on the same piece of paper, and return it to the center table. They then take another paper, read the original reaction and subsequent response(s) on it, and add their comments, and so on. Encourage participants to read and respond to as many papers as they can. At the end of 5 to 10 minutes, all papers must be returned. Participants then find their own original response paper and look over the other participants’ comments. For this study circle inkshed, the facilitator should place on a central table the printed-out email responses that the facilitator received before the session (after first checking that no names are on the responses). Since the starting text has already been prepared, a 5- to 7-minute inkshed should allow enough time for each paper to have at least two or perhaps three comments added to it. After the writing part is finished, participants can read over the comments on their own original response paper. They then break into small groups (three or four people) and discuss the results. Participants might consider these thoughts: 4 Did the initial responses of the participants tend to resemble or differ from one another? 4 Were they surprised by any of the reactions to their initial thoughts? 4 Since they have read one of the CAELA digests after writing their initial response paper, did anything in that reading confirm or change their original ideas? 4. Reviewing the theory on listening and speaking (20 minutes) Format: Jigsaw activity in pairs In this section, participants share with each other the contents of the readings on listening and speaking. First, provide participants with the questions below and give them 2 to 3 minutes to quickly review on their own the CAELA piece that they read before coming to the session. Then, instruct participants to pair up with someone who read the other piece, and, based on the questions, brief the other person on the information provided in the piece. Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-5 Facilitator Guide ... - tailieumienphi.vn