Unit II Four Language Skills: Aural and Oral Reading and Writing.
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Unit II Four Language Skills: Aural and Oral Reading and Writing
Objectives 1. Historical background and trends 2. Principles and guidelines for developing the teaching activities and materials. 3. Strategies for classroom instruction.
Aural Comprehension and Oral Skills in TESL/TEFL A. Aural Comprehension Instruction- Historical background from 1940s, 1950s 1960s to 70s and 80s. Four Models of Listening Instruction Developing activities and materials Strategies for instructors
Aural Comprehension 1940s, 1950s to 1960s - Language learning theories neglected the importance of listening -Listening and reading were regarded as passive skills
1970s: -Status changed from one of neglect to increasing importance. -Instructional programs include listening with reading, writing and speaking as the 4 skills.
1980s -Special attention to listening was incorporated into new instructional frameworks.
Four Models of Listening Instruction Model 1: Listening and repeating Model 2: Listening and answering questions Model 3: Task listening Model 4: Interactive Listening
Model 1 Listening and Repeating To listen, repeat and memorize Enable students to do pattern drills, repeat dialogues and imitating pronunciation patterns.
Model 2 Listening and Answering Comprehension Questions. With increasing speed and accuracy of recall. Can increase students’ stock of vocab units and grammar constructions.
Model 3 Task Listening Listening and using model. Follow directions, complete tasks, solve problem
Model 4 Interactive Listening Develop aural/oral skills in interactive academic communication. Presentation and discussion activities.
Developing Listening Comprehension Activities and Materials