Teaching Receptive Skills – Fluency In Reading And Listening

How Is Teaching Fluency In Reading And Listening Achieved?

Teaching Receptive Skills Listening and ReadingTeaching receptive skills to gain fluency in reading and listening can present a real challenge for TESOL / TEFL teachers.

As beginning second language learners, it is common to experience that lost feeling when trying to communicate with native speakers. An opening conversation might go well because greetings have been learned and practiced to the point of complete mastery; however, soon something is said too quickly or too many words that are incomprehensible are used and the listener is lost. Too many failed interactions like this are demotivating and often the learner gives up. Similarly, with reading, if the level of language used is too complex, the reading becomes a slog, a laborious process of trying to make meaning. We usually think of fluency as it relates to the productive skills of speaking and writing, but fluency is also an essential component in the receptive skills of listening and reading.

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TESOL: How to Teach Listening Skills

Teaching listening skills issues and solutionsListening comprehension is an area that many students feel they need improvement in. They feel lost when they have to deal with English outside the classroom, and don’t always feel that they are making progress fast enough.

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TESOL: Using Songs with Adult Learners

Teaching English with SongsWhy teach English with songs? Songs are an excellent tool for learning English while having fun. They can be used to learn or practice the target language in a motivating and enjoyable way.

Many teachers think that using songs in the classroom is only for young learners, or as a means for motivating teens. While it is true that children learn most by doing and singing, and teens love learning the lyrics of their favourite singers or bands, songs work equally well with adult learners.

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Communicative TESOL: Are You Teaching or Testing Listening Skills?

Teaching Listening Skills ESLIn the communicative classroom, teaching listening skills should be approached in the same way as the other skills – with a communicative purpose.  Often, listening is taught with a linguistic purpose first and foremost – to improve and develop listening skills in the target language (this applies to other language skills as well).  This is, of course, a key goal of most listening lessons; however, in the “real world,” how often do we listen with this goal in mind?  Do your students go to the shopping mall on the weekend to buy a cell phone, and then listen to shoppers and store workers intent on improving their listening?  In the shopping mall we listen because we need to get certain information, whether that information includes specific prices and options on a cell phone, or another shopper telling you why she prefers shopping at one store instead of another.

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