Print Version

Effective: Summer 2013

Prerequisites: Prerequisite: Appropriate placement test score or ESLL 225.
Advisory: Advisory: Successful completion of ESLL 226 and ESLL 227 strongly recommended; intended for students whose native language is not English; not open to students with credit in ESL 165.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: Non-GE Transferable: None
5 hours lecture. (60 hours total per quarter)

Student Learning Outcomes -
  • Summarize a lecture.
  • Participate in group discussions based on lectures.
Description -
A listening/speaking course focusing on preparing students for listening to authentic lectures and classroom discussions. Practice with classroom interactional, discussion and presentation skills. Pronunciation work to develop intelligible speech and ability to comprehend naturally spoken English in academic contexts. Level appropriate reading and writing tasks in connection with these activities.

Course Objectives -
  1. Demonstrate comprehension of listening tasks, i.e., lectures, and presentations,using a variety of strategies for each purpose.
  2. Develop effective note-taking strategies
  3. Participate effectively in discussion
  4. Respond appropriately to listening tasks
  5. Make formal and informal oral presentations using appropriate skills
  6. Identify the effective use of stress in words
  7. Demonstrate the correct usage of stress in words
  8. Recognize Rhythm in phrases, sentences and extended speech
  9. Demonstrate the meaningful usage of rhythm in extended oral discourse
  10. Develop an effective understanding of how thought groups and focus words facilitate the understanding of spoken English
  11. Demonstrate the use of thought groups with emphasis on focus words facilitates better understanding of spoken communication
Special Facilities and/or Equipment -

Course Content (Body of knowledge) -
  1. Listening for different purposes
    1. learn about the spoken features of English
    2. get information
    3. participate in conversations
    4. learn new concepts
    5. integrate information from multiple sources
    6. distinguish among types of discourse (directions, announcements,narratives, conversations and simulated and authentic lectures). Appropriate strategies for listening tasks include
      1. tolerating ambiguity
      2. adjusting to a variety of speakers
      3. guessing meaning from context
      4. making predictions
      5. making inferences
      6. forming hypotheses
      7. listening for main ideas
      8. listening for specific details
      9. differentiating between fact and opinion
      10. identifying speaker contradictions and ambiguity
      11. identifying lecture language that indicates main ideas, supporting ideas, transitions, and repetition
  2. Responding to listening tasks in different ways
    1. taking lecture notes
      1. using abbreviations and symbols
      2. noting content words and eliminating function words
    2. reconstructing notes into narrative form
    3. taking dictation
    4. writing critical responses
    5. writing summaries of lectures
    6. giving oral summaries using paraphrasing
      1. using meaningful body and facial language to communicate in oral summaries
    7. writing responses to essay questions based on lectures
  3. Recognizing the basic features of spoken English in academic discourse
    1. listening for number of syllables
    2. listening for stressed syllables
    3. listening for grammatical signals at the ends of words, e.g. /s/, /d/
    4. listening for word blending in discourse
    5. listening for stress on content words
    6. listening for rhythm in discourse
  4. Making connections between speech and writing
    1. learning sound/spelling correspondences
    2. recognizing stylistic differences between speech and writing in academic vocabulary and discourse
  5. Participating in conversations in class and in groups
    1. responding appropriately in conversations
    2. initiating conversations
    3. sustaining conversations
    4. conducting interviews
  6. Participating in class and group activities
    1. asking questions in class
    2. asking for clarification
    3. negotiating class activities
    4. asking for repetition
    5. asking for specific information
    6. comparing and contrasting
    7. presenting and defending opinions
    8. explaining
    9. analyzing
    10. defining terms and cocepts
    11. showing comprehension
    12. being active in class according to US class cultural expectations
    13. working in groups according to US academic cultural expectations
    14. discussing lectures and readings
    15. leading, participating in and reporting on discussions
  7. Participating in multicultural group activities
    1. learning to accommodate and negotiate differences in how students participate in American classrooms
    2. giving eye contact and body language to show interest and attention
  8. Speaking with relative intelligibility in an academic context
    1. using appropriate number of syllables in words
    2. pronouncing final syllables of words, especially syllables that show grammatical endings, e.g., plurality, possession, tense
    3. placing stress on the appropriate syllable of words
    4. placing sentence stress appropriately in common phrases to focus, emphasize, contrast
    5. using intonation appropriately, e.g. to introduce or conclude a topic, to distinguish between main points and descriptive details
    6. speaking in appropriate phrases and not single one-word at a time sentences
  9. Giving oral presentations on academic and personal subjects
    1. applying the rules of pronunciation and stress in controlled and communicative practice with peers
      1. using appropriate stress on content words in spoken English to create the anticipated rhythm in spoken discourse
  10. Develop an effective understanding of how thought groups and focus words facilitate the understanding of spoken English
    1. identifying thought groups and their focus words for effective communication
    2. recognizing how the same group of words when put into different thought groups can change meaning
    3. recognizing how a shift on a focus word in a thought group can change the intent of the speaker
  11. Demonstrate the use of thought groups with emphasis on focus words to facilitate better understanding of spoken communication
    1. apply learned rules for thought groups in controlled and communicative oral practice
    2. shifting the focus to different words in the same thought groups and demonstrate how this changes meaning
    3. incorporating thought groups with focus words into formal and informal class presentations
Methods of Evaluation -
  1. Communicative, contextualized in-class assignments
  2. Homework
  3. Oral and written production of extended discourse
  4. 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.

Beglar, David, Neil Murray.Contemporary Topics 3: Advanced Listening and Notetaking Skills. Longman, 2002. OR
Frazier Laurie and Shalle Leeming. Lecture Ready 3. NY:Oxford University Press, 2007. OR
Lebauer, Roni S. Learn to Listen, Listen to Learn. 2nd Ed. New York: Pearson. 1999.
AND the following pronunciation book:
Grant, Linda. Well Said: Pronunciation for Clear Communication, 3rd Ed. Boston: Heinle & Heinle, 2010.

Disciplines -
English as a Second Language
Method of Instruction -
Lecture, class and group discussion, oral presentations.
Lab Content -
Not applicable.
Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Readings in the texts
  2. Writing to support listening and speaking activities.