ELI L/S
Goals & Objectives
1
Goals and Objectives
—ELI Listening & Speaking—
(Updated on November 20, 2003)
 This was first prepared by Yasuko Ito and Sumi Chang in Spring 2003, and reviewed by Honnor
Arganbright, Mark Messer, Moana Rosa, and Paulo Seidl.
 Further revision was made by Yasuko Ito and Sumi Chang, and reviewed by James D. Brown,
Kenton Harsch (the Assistant Director of the ELI), Priscilla Faucette (the Curriculum Coordinator of
the ELI), and Honnor Arganbright, Christopher Davis, Greg Nakai, and Paulo Seidl in Fall 2003.
This draft contains the following for ELI 70 & 80:
1) Goals and Objectives
2) Course description
Goals and Objectives are prepared for teachers so that they will know what they are expected to aim at in
their teaching. Course description will go into a course syllabus.
ELI 70
1. Students will develop their ability to comprehend academic listening materials1.
 Students will learn to use pre-listening strategies (e.g., obtaining background information,
having discussions to activate prior knowledge, determining contexts), during-listening
strategies (e.g., note-taking, paraphrasing, circumlocution, making inferences, predicting, getting
main ideas, getting details), and post-listening strategies (e.g., reviewing notes, having
group/class discussions) for listening comprehension of academic lectures.
 Students will become aware of the nature of academic lectures (e.g., discourse markers used in
academic lectures, emphasis of important points, use of visual aids).
 Students will learn how to effectively take notes during lectures.
 Students will become familiar with English pronunciation system for comprehension purposes.
 Students will be exposed to intermediate-level academic listening materials.
2. Students will develop general speaking fluency.
 Students will learn to speak in English in wider contexts (not limited to academic contexts) with
less difficulty.
 Students will learn to initiate a topic of conversation.
 Students will learn to take long turns (extended turns) to have a two-way, rather than one-way,
conversation.
 Students will learn to respond to interlocutors with ease.
 Students will develop their confidence in speaking.
3. Students will develop skills needed as a presenter, individually or as a group (on either
academic or non-academic topics).
 Students will become familiar with the process of presentations (preparation, practice, delivery,
and evaluation (teacher’s evaluation, self-evaluation, or evaluation of peers’ presentations).
 Students will learn what is unique about giving presentations by recognizing differences between
presentations and other speech events (such as daily conversation, interview, discussions).
 Students will be given opportunities to speak in front of the audience.
 Students will be introduced how to catch and keep attention of the audience.
 Students will be introduced how to orally present information in a coherent and logical manner.
 Students will learn useful expressions to be used in presentations.
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2
 Students will be introduced how to respond to questions from the audience.
 Students will become aware of the evaluation process (teacher’s evaluation, peer evaluation,
self-evaluation).
4. Students will develop their skills as an audience of presentations (either academic or nonacademic presentations).
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Students will learn to comprehend academic or non-academic presentations.
Students will learn to take notes while listening.
Students will learn how to listen critically to presentations.
Students will become familiar with how to respond actively to presenters.
Students will learn to ask questions actively to presenters.
Students will become familiar with how to evaluate peers’ presentations.
5. Students will develop their skills as an effective discussion leader in a teacher-directed way.
(NOTE: The term “discussion” here is not limited to small-group discussions, but can be also applied
to pair work and whole-class discussions.)
 Students will be given a topic (or topics) of discussion (or debate) by their teacher.
 Students will learn to prepare for discussions as a leader. (Teacher can provide sources for
collecting information about the topic(s).)
 Students will learn to have control over discussion (e.g., initiating topics, changing or returning
to subjects, holding the floor).
 Students will learn to encourage passive members to participate in discussions.
 Students will learn to keep a discussion going.
 Students will learn to keep a discussion on track.
 Students will learn to deal with different opinions among group members.
 Students will learn phrases commonly used when leading discussions.
 Students will learn to wrap up discussions.
 Students will learn to summarize and report the discussion to the whole class.
6. Students will develop their skills as participants in discussions.
(NOTE: The term “discussion” here is not limited to small-group discussions, but can be also applied
to pair work and whole-class discussions.)
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



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Students will learn to prepare for discussions as regular participants.
Students will learn to comprehend and respond critically to other participants’ opinions.
Students will learn to actively express their opinions orally.
Students will learn to cooperate with discussion leaders to keep the discussion on track.
Students will learn phrases commonly used in discussions.
Students will be able to ask questions in small groups as well as in class (clarification requests as
well as referential questions).
 Students will become aware of pragmatic aspects of discussion skills (i.e., politely responding to
other participants).
7. Students will develop their vocabulary in academic listening/speaking2.
 Students will develop their vocabulary needed in academic listening/speaking contexts through
listening activities, note-taking, logs, presentations, and discussions.
8. Students will learn how they can continue improving their listening/speaking skills even after
completing this course.
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3
 Students will recognize their strengths and weaknesses in their own listening/speaking skills.
 Students will learn about available listening/speaking sources on campus, off campus, and on the
internet.
 Students will learn to apply what they have learned in this course to their academic experiences.
Course description for ELI 70
This course provides students the opportunity to improve their academic as well as general listening
and speaking skills. Particular attention is given to the comprehension of academic lectures, delivery
of presentations, and participation in discussions. This course is designed as a bridge to the next level
of Listening/Speaking class, ELI 80.
<Additional notes>
1. About Goal 1 “Students will develop their ability to comprehend academic listening materials”
Objectives given for this goal can be further described by subcomponents. Kimzin & Proctor (1986)
developed goals, objectives, and microskills for the ELI 70 and 80 based on their needs analysis, and the
microskills given in their paper may help current ELI 70 teachers capture more concrete ideas of what to
teach for listening comprehension. The following list is adapted from Kimzin & Proctor (1986) to meet
the current goals and objectives of the ELI 70. These are given here for teachers’ reference
Microskills for academic listening comprehension (pp. 43-45, 47-52, 56-59, 63, 67)
Lecture organization
 Identify the major topic.
 Identify main ideas.
 Identify supporting details.
 Distinguish between main ideas and asides, examples and analogies used for clarification.
 Identify cause and effect relationships.
 Identify comparisons and contrasts.
 Cite premises in persuasive arguments.
 Understand explanation of a model (graph, chart, diagram or mathematical formula).
Cohesion
 Recognize discourse markers that introduce or emphasize main ideas.
 Recognize the purpose of connectives: Addition, conclusion, example, and chronological order.
 Interpret the relationship among ideas that are subordinated or cojoined by a connective.
 Identify anaphoric and cataphoric references.
 Recognize cohesive devices showing cause and effect, comparison and contrast, and persuasion.
Lecture style
 Relate paralanguage (eye contact, gestures, body movement) to a verbal equivalent.
 Recognize word reductions.
 Understand mispronounced words through discourse context.
 Recognize paralinguistic and paralanguage cues that emphasize discourse or carry meaning
independently.
Note-taking
 Abbreviate words using 7 letters or less.
 Incorporate material from the blackboard into lecture notes.
 Use spacing, indentation, capitalization, underlining, etc. to show relationships between main ideas
and surrounding details.
Using notes
 Paraphrase lecture notes.
 Summarize from lecture notes.
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4
 Use notes to study for essays, exams, term papers, and/or presentations.
 Cross-reference lecture notes with notes from reading material.
2. About Goal 7 “Students will develop their vocabulary in academic listening/speaking”
For a similar reason as given above, microskills for this goal are given here. The following microskills
are also adapted from Kimzin & Proctor (1986).
Microskills for vocabulary learning (mainly from the perspective of listening) (pp. 46, 61-62)
 Recognize key vocabulary through synonyms, rephrasings, reiterations, and examples.
 Infer meanings of key abbreviations (initials, symbols, acronyms) through surrounding context.
 Recognize denotative and connotative meanings.
 Infer meanings of vocabulary from various types of context clues (e.g., examples, analogies,
hypothetical situations).
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Goals & Objectives
5
ELI 80
1. Students will learn to efficiently comprehend academic listening materials1.
 Students will review pre-listening strategies (e.g., obtaining background information, having
discussions to activate prior knowledge, determining contexts), during-listening strategies (e.g.,
note-taking, paraphrasing, circumlocution, making inferences, predicting, getting main ideas,
getting details), and post-listening strategies (e.g., reviewing notes, having group/class
discussions) for listening comprehension of academic lectures.
 Students will be able to determine useful listening strategies that work for themselves.
 Students will become familiar with the nature of academic lectures (e.g., discourse markers used
in academic lectures, emphasis of important points, use of visual aids).
 Students will learn how to take notes effectively during lectures.
 Students will become familiar with English pronunciation for comprehension purposes.
 Students will be exposed to advanced-level academic listening materials.
2. Students will learn to listen critically to academic listening materials.
 Students will learn to evaluate the contents that they comprehended.
 Students will learn to use what they just heard in order to construct their own opinions.
 Students will learn to incorporate their opinions or findings from other sources (e.g., reading
materials) to respond to the listening materials in a critical manner.
3. Students will improve presentation skills individually or as a group (on academic topics).
 Students will follow the process of presentations (preparation, practice, delivery, and evaluation
(teacher’s evaluation, self-evaluation, or evaluation of peers’ presentations).
 Students will learn what is unique about giving presentations by recognizing differences between
presentations and other speech events (such as daily conversation, interview, discussions).
 Students will learn to speak in front of an audience.
 Students will learn how to catch and keep attention of the audience.
 Students will learn how to orally present information in a coherent and logical manner.
 Students will learn useful expressions to be used in presentations.
 Students will learn how to respond to questions from the audience.
 Students will follow the evaluation process (teacher’s evaluation, peer evaluation, selfevaluation).
4. Students will improve their skills as an audience of academic presentations.





Students will learn to comprehend academic presentations.
Students will learn how to listen critically to the presentations.
Students will learn to respond effectively to presenters.
Students will learn to ask questions effectively to presenters.
Students will learn to evaluate peers’ presentations.
5. Students will improve skills as an effective discussion leader in a student-directed way.
(NOTE: The term “discussion” here is not limited to small-group discussions, but can be also applied
to pair work and whole-class discussions.)
 Students will select a topic (or topics) of discussion (or debate).
 Students will learn to prepare for discussions as a leader. (Students are expected to find sources
for collecting information on their own.)
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6
 Students will learn to have control over discussion (e.g., initiating topics, changing or returning
to subjects, holding the floor).
 Students will learn to encourage passive members to participate in discussions.
 Students will learn to keep a discussion going.
 Students will learn to keep a discussion on track.
 Students will learn to deal with different opinions among group members.
 Students will learn phrases commonly used when leading discussions.
 Students will learn to wrap up discussions.
 Students will learn to summarize and report the discussion to the whole class.
6. Students will improve skills as an active participant in discussions.
(NOTE: The term “discussion” here is not limited to small-group discussions, but can be also applied
to pair work and whole-class discussions.)






Students will learn to prepare for discussions as regular participants.
Students will learn to comprehend and critically respond to other participants’ opinions.
Students will learn to actively express their opinions orally.
Students will learn to cooperate with discussion leaders to keep the discussion on track.
Students will learn phrases commonly used in discussions.
Students will learn to effectively ask questions in small groups as well as in class (clarification
requests as well as referential questions).
 Students will improve pragmatic aspects of discussion skills (i.e., politely responding to other
participants).
7. Students will develop their vocabulary in academic listening/speaking2.
 Students will develop their vocabulary needed in academic listening/speaking contexts through
listening activities, note-taking, logs, presentations, and discussions.
8. Students will learn how they can continue improving their listening/speaking skills even after
completing this course.
 Students will recognize their strengths and weaknesses in their own listening/speaking skills.
 Students will learn about available listening/speaking sources on campus, off campus, and on the
internet.
 Students will learn to apply what they learn in this course to their academic experiences.
Course description for ELI 80
This course provides the students with the opportunity to further improve their academic listening and
speaking skills to enable the students to follow lectures and participate orally in class in an American
university setting. The course will focus on listening comprehension, presentation, and discussion
skills. This course is designed for students who have considerable listening/speaking experience and
advanced proficiency in English as an additional language.
<Additional notes>
1. About Goal 1 “Students will learn to efficiently comprehend academic listening materials”
Objectives given for this goal can be further described by subcomponents. Kimzin & Proctor (1986)
developed goals, objectives, and microskills for the ELI 70 and 80 based on their needs analysis, and the
microskills given in their paper may help current ELI 80 teachers capture more concrete ideas of what to
ELI L/S
Goals & Objectives
7
teach for listening comprehension. The following list is adapted from Kimzin & Proctor (1986) to meet
the current goals and objectives of the ELI 80. These are given here for teachers’ reference
Microskills for academic listening comprehension (pp. 43-45, 47-52, 56-59, 63, 67)
Lecture organization
 Identify the major topic.
 Identify main ideas.
 Identify supporting details.
 Distinguish between main ideas and asides, examples and analogies used for clarification.
 Identify cause and effect relationships.
 Identify comparisons and contrasts.
 Cite premises in persuasive arguments.
 Understand explanation of a model (graph, chart, diagram or mathematical formula).
Cohesion
 Recognize discourse markers that introduce or emphasize main ideas.
 Recognize the purpose of connectives: Addition, conclusion, example, and chronological order.
 Interpret the relationship among ideas that are subordinated or cojoined by a connective.
 Identify anaphoric and cataphoric references.
 Recognize cohesive devices showing cause and effect, comparison and contrast, and persuasion.
Lecture style
 Relate paralanguage (eye contact, gestures, body movement) to a verbal equivalent.
 Recognize word reductions.
 Understand mispronounced words through discourse context.
 Recognize paralinguistic and paralanguage cues that emphasize discourse or carry meaning
independently.
Note-taking
 Abbreviate words using 7 letters or less.
 Incorporate material from the blackboard into lecture notes.
 Use spacing, indentation, capitalization, underlining, etc. to show relationships between main ideas
and surrounding details.
Using notes
 Paraphrase lecture notes.
 Summarize from lecture notes.
 Use notes to study for essays, exams, term papers, and/or presentations.
 Cross-reference lecture notes with notes from reading material.
2. About Goal 7 “Students will develop their vocabulary in academic listening/speaking”
For a similar reason as given above, microskills for this goal are given here. The following microskills
are also adapted from Kimzin & Proctor (1986).
Microskills for vocabulary learning (mainly from the perspective of listening) (pp. 46, 61-62)
 Recognize key vocabulary through synonyms, rephrasings, reiterations, and examples.
 Infer meanings of key abbreviations (initials, symbols, acronyms) through surrounding context.
 Recognize denotative and connotative meanings.
 Infer meanings of vocabulary from various types of context clues (e.g., examples, analogies,
hypothetical situations).
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8
Papers written about the ELI listening/speaking needs analysis at UHM (available in the Resource
Room (Moore 478)
Alexandrou, R., & Revard, D. M. (1990). A task-based needs analysis for ELI listening courses.
University of Hawaii at Manoa.
Harper, A., Gleason, A., Ogawa, A. (1983). A needs assessment and program design for an academic
listening comprehension course. University of Hawaii at Manoa.
Kimzin, G., & Proctor, S. (1986). An academic listening comprehension needs assessment: Establishing
goals, objectives, and microskills. University of Hawaii at Manoa.
Lee, J. (1998). Taking a look at ELI 80: An advanced listening course. University of Hawaii at Manoa.
Murphy, B. (1995). Listening but not hearing: a reassessment of academic listening goals and objectives.
University of Hawaii at Manoa. (5 pages missing)
Park, S., Leong, S., & Hatcher, J. (1998). A needs analysis of oral proficiency at the ELI. University of
Hawaii at Manoa.
(The following papers are listed in the “research reports database” on the ELI intranet, but not found in
the Resource Room)
Hatcher, J., & Morrison, M. (1997). A pre-needs analysis of oral proficiency goals in the ELI.
Anon (1986). An academic comprehension needs analysis.