|Student Learning Outcomes -|
- Respond to varied types of aural input (instructions, telephone messages, conversations, short talks)
- Participate in social interactions and group discussions.
|Description - |
|Development of ability to listen to everyday English and to participate in everyday conversations. Introduction to academic listening and classroom interactional skills, discussion skills and the language of group work dynamics. Pronunciation work to develop clear speech and comprehension of naturally spoken English. Reading and writing tasks related to listening and speaking.|
|Course Objectives - |
|The student will be able to: |
- demonstrate comprehension of listening tasks, i.e., instructions, directions, telephone messages, conversations, and short talks on familiar topics, using a variety of strategies for each purpose.
- respond to above listening tasks in writing and speaking.
- recognize basic stress and intonation patterns of spoken English to aid in comprehension of the above listening tasks.
- demonstrate sound-spelling correspondences and more generally, how the spoken language is represented in writing.
- participate in social conversations.
- participate effectively in whole-class activities.
- participate effectively in small multicultural group work
- speak with relative intelligibility in the classroom setting.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Listening for different purposes:
- learning about the spoken features of English.
- getting information.
- participating in conversations.
- learning new concepts.
- Types of discourse include: directions (classroom, spatial), announcements, stories, conversations and minilectures. Strategies for different listening tasks:
- tolerating ambiguity
- adjusting to a variety of speakers
- guessing meaning from context
- making predictions
- making inferences
- forming hypotheses
- listening for main ideas
- listening for specific details
- Responding to listening tasks in different ways:
- taking notes (e.g. telephone message, directions, announcements)
- taking dictation
- writing short responses
- retelling stories
- writing brief summaries
- Recognizing the basic features of spoken English:
- listening for number of syllables
- listening for stressed syllables
- listening for grammatical signals at the ends of words, e.g. /s/, /d/
- listening for elisions
- listening for assimilations
- listening for intonational features
- Making connections between speech and writing, i.e. learning sound-spelling correspondences
- explicit instruction on these correspondences
- dictations for practice
- Participating in conversations:
- responding appropriately in conversations
- initiating conversations
- sustaining conversations
- Participating in class activities:
- asking questions in class
- asking for clarification
- negotiating class activities
- asking for repetition
- asking for specific information
- showing comprehension
- being active in class according to U.S. class cultural expectations
- working in groups
- Participating in multicultural group activities: learning to accommodate and negotiate differences in how people participate in groups
- Speaking with relative intelligibility:
- using appropriate number of syllables in words
- pronouncing final syllables of words, especially syllables that show grammatical endings, e.g., plurality, possession, tense
- placing stress on the appropriate syllable of words
- placing sentence stress appropriately in common phrases to focus, emphasize, contrast
- using intonation appropriately
- speaking in appropriate phrases and not single one-word sentences
|Methods of Evaluation - |
- Communicative, contextualized in-class assignments
- Oral and written production of extended discourse
- Oral and written tests
|Representative Text(s) - |
|Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record. |
Sarosy, Peg and Kathy Sherak. Lecture Ready 2: Strategies for Academic Listening, Note-taking, Discussion. NY: Oxford University Press, 2006.
Bryan, Joyce, Leslie Bishop, Melinda Sayanvedra. Talk About It. Ann Arbor, MI: University of Michigan Press, 1997
Fragiadakis, Helen and Virginia Maurer. Sound Ideas: Advanced Listening and Speaking. Boston,MASS: Heinle & Heinle, 1995.
Hartmann, Pamela. Tapestry: Listening & Speaking 2. Boston: Heinle & Heinle, 2000
Instructors should use the following recommended pronunciation text:
Beisbier, Beverly. Sounds Great: Intermediate Pronunciation and Speaking for Learners of English. Book 2. Boston, MASS: Heinle & Heinle,1993.
|Disciplines - |
|English as a Second Language |
|Method of Instruction - |
|Lecture, Discussion, Oral presentations, Demonstration. |
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Readings in the text and other sources.
- Writing to support listening and speaking activities.