SAKARYA UNIVERSITY
FACULTY OF EDUCATION
FOREIGN LANGUAGES TEACHING DEPARTMENT
ELT 303
TEACHING LISTENING AND SPEAKING SKILLS (A)
2015-2016 Fall Semester
Instructor: Merve Savaşçı
Office: Institute of Educational Sciences Building B room: 2109
Office telephone: (0264) 295 71 90
Office hours: By appointment
E-mail: msavasci@sakarya.edu.tr
Class hours: Tuesday 14:00 P.M. - 17:00 P.M. @ 2213
Wednesday 10:00 A.M. - 13:00 P.M. @ 3208
Thursday 15:00 P.M. - 17:00 P.M. @ 3208
Required materials: Course Pack
Course pack consisting of chapters from:
1. Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge
University Press.
2. Kelly, G. (2000). How to teach pronunciation. Longman.
3. Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. Routledge.
4. Richards, J. C. (2008). Teaching Listening and Speaking. Cambridge University Press.
5. Thornbury, S. (2005). How to teach speaking. Harlow: Longman.
1
Course Description
The present course is designed with an aim to equip prospective teachers of English
with teaching skills by also enabling them how to teach listening and speaking skills in
English. Our focal point for this course will mainly be the components of listening and
speaking skills.
Aims of the Course
This course aims to develop student teachers´ professional knowledge about various
stages and techniques of teaching of speaking, listening, pronunciation and vocabulary. By
means of this course, language awareness of student teachers increases and as well as learning
to develop diverse teaching skills for learners at different ages and language proficiency
levels, they learn how to adapt their own teaching techniques for the aforementioned learner
groups. By doing so, they have a command of the principles and techniques of course
planning appropriate for different proficiency levels.
Content of the Course
This course concentrates on building language awareness and teaching skills through a
detailed study of techniques and stages of teaching listening, speaking, pronunciation and
vocabulary to language learners at various ages and language proficiency levels. Student
teachers will design individual and/or group micro-teaching activities focusing on the
language skills above with adherence to principles of lesson planning and techniques of the
specific skills for a variety proficiency levels.
Learning Outcomes
- Discussing language awareness through a close analysis of different principles and
techniques of speaking, listening, pronunciation and vocabulary teaching.
- Designing different individual or group activities that are appropriate for different language
proficiency levels in accordance with the techniques and principles of course planning.
2
- Developing activities for distinctive ages and levels.
- Gaining the abilities at teaching listening and speaking skills that they have acquired
throughout the process.
- Having a better appreciation of the significance of speaking and listening skills on the way
to proficiency.
Course Requirements and Grading Policy
1. Reflective Essays (Pre-course-1 & During course-12 & After-course-1)
2. Thought Provoking Questions
Before each class, each student has to write down 2 questions based on the weekly
readings on an online platform-preferably Google Drive and this discussion which is carried
out in groups of three is sent to the instructor one day before the class (deadline: every
Sunday midnight).
3. Feedback for micro-teaching performances
All the students will provide feedback for their classmates who perform the microteaching activities in the classroom. Detailed information will be shared when the microteaching performances commence.
4. Research questions
Having covered listening and speaking skills- after each skill- the students will be
expected to come up with research questions by thinking upon the discussions we made on
weekly readings and the article reviews. Details will be given later on.
5. Article review & presentation
With an aim to bridge the gap between theory & practice, students will be asked to
find studies regarding the assigned reading in that week. The students are responsible for
finding the study and sending it to the instructor before the deadline. The information about
3
deadlines will be shared with you. When the instructor confirms the study, the student is
responsible for preparing a presentation and presenting it in the class. Not only summarization
but also some effective discussion is expected both from the presenters and the audience.
Recent studies are more than welcome.
6. Argumentative paper
By reviewing the literature and taking the discussion made in the class into
consideration, the students will be asked to write an argumentative paper on teaching listening
and speaking skills in ESL/EFL classrooms. In the argumentative paper, the student is
responsible for discussing the trends which were popular in the past and recent trends in
teaching the aforementioned skills.
Furthermore, the student is expected to mount an
argument and discuss it with her/his own words. Rather than the quantity, the quality of the
paper will have an importance in grading.
7. Micro 1- Listening microteaching
8. Micro 2- Speaking microteaching
9. Final-Listening & Speaking integrated micro-teaching
10.
Attendance
11.
Participation
Course Policy/Expectations
-
Assignments: All the assignments must be e-mailed to the instructor before the
agreed-upon deadline. Otherwise, handwritten assignments are out of the question and
they will not be subject to submission.
Use MS Word and set your paper to Times New Roman, size 12, double
spaced. Name your assignment as follows:
Surname, Name, Course code, Assignment name
e.g. Savasci, Merve, ELT 303, Reflective Essay 1
4
For any kind of assignment, you are expected to use proper, formal and
academic language writing in a concise and correct way. Use full sentences, correct
punctuation, and spelling. No slang words or acronyms are acceptable. Before handing
in your assignment please use the spellchecker and proofread your work.
-
E-mail code of conduct: You are expected to conform to the e-mail code of conduct
while e-mailing your instructors. For further details, please consult your instructor.
-
Late assignments: Neither late assignments nor any excuses will be accepted. Thus,
being a responsible student, the deadlines should be followed strictly.
-
Attendance: Class presence is an important issue not only for this course but also for
the other course that you are taking and you are expected to attend 70% (University
Policy) of the classes offered in a term, meaning that attendance is mandatory.
Nevertheless, as well as class presence, active participation is a sine qua non in this
course.
If you miss any of the class sessions, you are expected to compensate for the
weekly readings/activities; that is, you will be responsible for your own learning. For
each class session, you are required to sign the attendance sheet. Any false signatures
will result in zero participation grade for both parties.
-
Class participation: All the students are expected to participate in the discussions
actively. As long as you attend the classes and actively participate in class discussion,
you will be rewarded with a perfect score. The role of the instructor in the class is like
a moderator, thus your contributions to the course are very well welcome.
-
Lateness: You are expected to be at class on time. Students who repeatedly arrive late
to the lecture will not be accepted to the lecture any more.
-
Plagiarism and cheating: Plagiarism means using someone else’s words, ideas,
thoughts without citation- stating the source. Thus, you are required to conform to the
5
citation rules and sources should openly be stated. Furthermore, students who copy
other students’ work or turned-in assignments written by someone else other than the
students herself/himself will harshly be penalised. All your assignments will be
checked against plagiarism and please keep this in mind that any form of cheating
during tests or plagiarism will result in a failing grade and you will be sent to the
disciplinary board of the university.
-
Use of mobile devices: You are expected to turn your mobile devices off during the
class hours.
Tentative Schedule
Weeks
Focus of the Week
Assigned Readings
Week 1
(September 28October 2)
Introduction to the course
Going over the course
syllabus
Nation
Chapter 1: Parts and Goals of a Listening
and Speaking Course
Week 2
(October 5-9)
Listening Skills
Nation
Chapter 2: Beginning to Listen and Speak
in Another Language
Flowerdew & Miller
Chapter 1: Approaches to Language
Teaching and the Role of Listening
Flowerdew & Miller
Chapter 2: Models of Listening
Week 3
(October 12-16)
Listening Skills and Activities Richards
for Teaching Listening
Chapter 1: Teaching of Listening
Nation
Chapter 3: Listening
Chapter 4: Language-focused Learning
through Dictation and Related Activities
Week 4
(October 19-23)
Preparing and Presenting a
Lesson Plan for Teaching
Listening
Flowerdew & Miller
Chapter 6: A Pedagogical Model for
Second Language Listening
Chapter 7: Materials and the Pedagogical
Model for Listening
6
Week 5
(October 26-30)
Preparing and Presenting a
Lesson Plan for Teaching
Listening
Flowerdew & Miller
Chapter 9: Developing Listening Skills
Through Technology
(Reflective paper on “Discuss the
effectiveness of technology in the
classroom as an aid to
teaching listening.”)
Chapter 10: The Role of Questions in the
Teaching of Listening
Week 6
(November 2-6)
Preparing and Presenting a
Lesson Plan for Teaching
Listening
Flowerdew & Miller
Chapter 11: Testing Listening
Week 7
(November 9-13)
Preparing and Presenting a
Lesson Plan for Teaching
Listening
-
Week 8
(November 16-20)
Midterm
Week 9
(November 23-27)
Speaking Skills
Thornbury
Chapter 1: What speakers do
Chapter 2: What speakers know
Chapter 3: Speaking in another language
Week 10
(November 30December 4)
Teaching Speaking Skills and
Activities for Teaching
Speaking
Richards
Chapter 2: The Teaching of Speaking
Nation
Chapter 5: Pronunciation
Kelly
Chapter 2: How to teach pronunciation
Week 11
(December 7-11)
Preparing and Presenting a
Lesson Plan for Teaching
Speaking
Nation
Chapter 6: Learning through Taskfocused Interaction
Chapter 7: Learning through Pushed
Output
Week 12
(December 14-18)
Preparing and Presenting a
Lesson Plan for Teaching
Speaking
Nation
Chapter 8: Language-focused Learning:
Deliberate Teaching
Chapter 9: Monitoring Fluency
7
Week 13
(December 21-25)
Preparing and Presenting a
Lesson Plan for Teaching
Speaking
-
Week 14
(December 28January 1)
Revision
Nation
Chapter 10: Monitoring and Testing
Progress
FINAL EXAMS
(January 4-17)
Grading System
Letter
Grade
Percentage
Grade
points/credit
Rating
AA
90% & above
4.00
Excellent
BA
85% – 89%
3.50
Very good
BB
80% – 84%
3.00
Good
CB
75% – 79%
2.50
Above average
CC
65% – 74%
2.00
Average
DC
58% – 64%
1.50
Below average
DD
50% - 57%
1.00
Inferior
FF
49,99% and
below
0.00
Failure
GR
Given those not taking the final test without a formal excuse.
DZ
Given those who do not maintain regular attendance. For the present
course, those who miss more than 25% of the class hours will be graded
a DZ, and they do not have a right to take the make-up examination at
the end of the semester; that is to say a DZ means absolute failure!
8
Grading Policy
In-Term Studies
Percentage
Micro-teaching 1
20
Micro-teaching 2
20
In-Class Participation
20 (2x10 weeks)
Reflective Essays
10
Thought Provoking Questions
10
Argumentative Paper
5
Article Review & Presentation
10
Attendance
5
Total
100
Contribution Of Final
Examination To Overall
Grade
50
Contribution Of In-Term
Studies To Overall Grade
50
Total
100
Suggested Websites:
BBC Learning English- http://www.bbc.co.uk/learningenglish/
Oxford University Press English Teaching Worldwide
https://elt.oup.com/?cc=global&selLanguage=en
One Stop English- http://www.onestopenglish.com/
Randall’s ESL Cyber Listening Lab- http://www.esl-lab.com/index.htm
British Council- http://www.britishcouncil.org.tr/
ESL Party Land- https://www.eslpartyland.com/teachers/Tinitial.htm
Voice of America Learning English- http://learningenglish.voanews.com/
Dave’s ESL Cafe- http://www.eslcafe.com/
National Public Radio- http://www.npr.org/
CNN Video News- http://edition.cnn.com/videos/
9