Chapter 8.

Focus on Language Skills Development:

Listening, Speaking, Reading and Writing

By Oksun and Rebecca

1. Listening
A wide array of pseudo-authentic audio and audio-visual materials comes
into use as valuable resources for the development of L2 listening skills.

Matching the activity and the

content is highly significant

1-1

Teaching Methods and Techniques for

Listening
Pre-computer work (Pre-listening)
-

Activate the students prior knowledge

Make predictions (Tagxedo)

Vocabulary check - Prepare students (JMatch,

Hot Potatoes, Superteacherworksheets,
onlinequizcreator)

 Computer work (While-listening)

-

Main listening and comprehension activity is performed

(multiple choice, T/F, short answer question)

Collaborate on meaning by confirming and resolving

differences (cloze test, dictogloss, reconstruction)

Post-computer work (Post-listening)

-

The content and topic is expanded (Listening

Speaking/Reading/Writing)

Students discuss and share the segments that they had

difficulty with and how they resolved those problem
areas.

MALQ (Metacognitive Awareness Listening Questionnaire)

Leads students to reflect and reinforce general and specific listening strategies

Place your screenshot here

2. Speaking
Multimedia content with sound and moving pictures presents authentic language
and situations, and shows individuals interacting with each other in a complete
context.

Provide learners with a whole range of stimuli and sources

of motivation which provoke active spoken work

Give learners a chance to talk about through a

variety of tasks and activities in language classes
as much as they can

2-1

Teaching Methods and Techniques for

Speaking
Pre-computer work (Pre-viewing)
-

Introduce the topic and the vocabulary using

illustrations

Guess or make predictions (Pause)

Increase students active involvement

Vocabulary check write words or phrases or

expressions on the board!

 Computer work (Viewing)

-

Watch the pictures and listen to the sound

Two steps: 1. Silent viewing can concentrate on the

environment, gestures, facial expressions, posture and
action. 2. Viewing with sound aural and visual clues.

Post-computer work (Post-Viewing)

-

Check whether the students were following the

sequence or not.

Give various activities to review and extend their

learning. (Retelling the story, role-play, discussion)

Reading
1. E-text for teaching reading
News for you (http://www.newreaderspress.com/news-for-you-online)
updated news articles, audios of the full text, exercises, vocabulary
help, reading activities such as crossword, fact-finding, and heading
matching, etc.

2. Teaching methods and techniques for reading

1) Pre-computer work: Pre-reading (10 min.)
Preparing the students for the general topic and the content.
Common activities: collecting ideas using visual mind mapping,
verbal discussion, making predictions
Activity: Making predictions via mind mapping using OKMindmap

2) Computer work: While-reading (25 min.)

Introducing main reading text with comprehension activities
Using strategies: skimming, scanning, top-down, bottom-up, inferring
unknown words
Providing scaffoldings: multiple-choice questions using JQuiz in Hot
Potatoes
3) Post-computer work: Post-reading (15 min.)
A lot of following up activities
Providing further reading on a similar topic
Expanding reading into speaking or writing
Making a cartoon using Toondoo

Writing
1. Computer-assisted writing with learning tools
Enabling the process-oriented approach in L2 writing classes effectively
Including planning, drafting, revising, editing, and reviewing
Time and feedback as crucial factors

2. Teaching methods and techniques for writing

1) Pre-computer work: Introducing an argumentative essay (20 min.)
Explaining the features and organization of the argumentative essay
Using available resources on the web (Purdues Online Writing Lab)
Reviewing the argumentative essay: Making a word cloud using Tagxedo

2) Computer work: Pre-writing stage and while-writing stage (110

min.)
Pre-writing stage
Pre-writing activity for gathering ideas and organizing the essay
Mind mapping using OKMindmap

While-writing stage: Drafting, revising, and producing the final

draft

Producing the first draft based on the mind map

Uploading the first draft for peer reviewing

Producing the second draft based on the peer review

Checking grammar using Grammarly and producing the final draft

Uploading the final draft to group BBS and giving final comments

3) Post-computer work: Post-writing stage (20 min.)

Reviewing and evaluating the final drafts and the writing process
Setting short-term and long-term goals for further writing

Thanks!
Any questions ?