Texto aula 5 - Estudos Avançados de Língua Inglesa

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AULA 5
 
 
 
 
 
 
 
ESTUDOS AVANÇADOS DE
LÍNGUA INGLESA –
COMPREENSÃO AUDITIVA E
COMUNICAÇÃO ORAL
 
 
 
 
 
 
Prof. Robson Ribeiro
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INITIAL DISCUSSION
As previously mentioned, for many students, the ultimate objectives of 
language learning are listening and speaking proficiency. To these individuals, 
acquiring grammar and vocabulary skills, along with engaging in reading and 
writing exercises, serve merely as preliminary steps necessary to attain effective 
listening and speaking abilities. In this module thus far, we have explored the 
fundamental nature of listening and speaking, and we have endeavored to 
establish guiding principles for creating or adapting activities that facilitate 
instruction or practice in these two crucial areas. In the forthcoming two lessons, 
our focus will shift towards practical exercises, enabling us to assess the quality of 
tasks and identify avenues for improvement when necessary. 
Within this lesson, our attention will be devoted to the practical 
considerations associated with developing listening and speaking skills within the 
classroom setting. By the lesson's conclusion, we will have gained insight into 
proactive planning methods that can help circumvent many of the inherent 
challenges associated with listening and speaking exercises. In our final lesson, 
we will delve into the integration of listening and speaking skills with each other 
and with other learning objectives, such as reading and writing. 
CONTEXTUALIZATION
This lesson will delve into the practical aspects of crafting or adapting 
listening and speaking activities suitable for classroom implementation. It is 
essential to bear in mind that, in accordance with the communicative approach 
(CLT), our overarching aim is to create activities that closely resemble authentic 
language use. Nevertheless, there may be occasions when complete authenticity 
is not the primary objective, and one such instance will be explored towards the 
end of this lesson when we discuss drills. 
Throughout the course of this lesson, our focus will revolve around the 
following key questions: 
• What is the concept of task-based learning, and how can it enhance 
productive language skills? 
• In what ways can clear and effective instructions enhance the efficacy of 
our classroom activities? 
• How can we effectively structure and organize listening activities? 
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• What essential factors should be taken into account when preparing high-
quality speaking activities? 
• What strategies can be employed to infuse drills with greater interest and 
communicative value? 
THEME 1 – TASK-BASED LEARNING
In the 1990s, as part of the communicative approach (CLT), the concept of 
task-based learning emerged as a significant development. Its influence has been 
profound, spanning all facets of language education, from major publishing houses 
to individual educators crafting their teaching materials. While we won't delve 
deeply into the intricacies of task- based learning in this section of the course, we 
will explore its impact on both speaking and listening activities. 
Within this framework, the instructional process comprises several key 
stages. It commences with a pre-task phase, wherein students and the teacher 
collectively delve into the topic through brainstorming and discussions on related 
issues. Subsequently, students transition into the task cycle, encompassing the 
execution of the assigned task while the teacher closely monitors their 
performance. Following this, students prepare to share their experiences and 
findings, either through discussion or in writing, with the rest of the class. 
Subsequent to this sharing phase, the class collectively focuses on the language 
employed during the task and works collaboratively to address any language-
related challenges identified during the monitoring phase. Ultimately, students 
revisit the task, with the expectation of improved performance compared to their 
initial attempt. Figure 1 provides a visual representation of the task-based learning 
framework. 
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Source: Willis, 1996. 
1.1 An Illustrative Classroom Scenario
Selivan (2012) offers several practical examples demonstrating the 
application of this framework in the classroom. One such example presented by 
Selivan involves students describing a photograph: 
PRE-TASK: Display childhood photographs of famous individuals on the 
board and encourage students to make educated guesses about their 
identities. 
TASK: In pairs, students share childhood photographs they've brought 
from home. They describe the contents of the photos and discuss that 
specific stage of their lives. The teacher oversees this activity, noting any 
errors or deficiencies in students' lexicon. Subsequently, students report 
to the entire class, sharing any new and interesting insights they've 
gained about their partners. 
POST-TASK: Students listen to a recording in which a proficient 
language user describes a photograph. They then work with a transcript 
of the recording, analyzing noteworthy linguistic features such as: 
“Before I came over here…” 
“We used to… we would... and then we'd...” 
“It was in the summer when I’d just + past participle” 
“When I turned 13…” 
During this stage, the teacher may also address any errors made by 
students, such as issues related to past tense forms, and so forth. 
REPEAT TASK: Students change partners and repeat the task, 
endeavoring to incorporate the language addressed during the previous 
stage. Alternatively, students may upload their photos to the class blog 
and provide brief informal descriptions. 
1.2 Advantages
This approach to language teaching is highly pragmatic, promoting a 
student- centered focus on their specific needs. It also stands out for its ability to 
make learners aware of the language they require while undertaking a task, 
rendering them more receptive to subsequent language instruction by the teacher. 
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Additionally, tasks crafted using this framework tend to be authentic and directly 
relevant to students. 
1.3 Disadvantages
Although theoretically sound, this approach may not be as effective in 
practice. Students may exhibit limited interest in observing others perform tasks 
and might lack the requisite skills to analyze others' task execution effectively. 
Furthermore, many students may struggle with the initial task due to a lack of 
essential language skills, preventing them from successfully completing it. 
Teachers may also find it challenging to spontaneously respond during the lesson 
to address students' specific needs. 
These criticisms have led many educators to adapt the approach, placing 
greater emphasis on the task cycle: introducing students to some language, 
assigning a task, providing feedback and corrections, and then assigning the task 
again. This revised approach offers students ample opportunities for practice in 
both speaking and listening activities. 
THEME 2 – INSTRUCTIONS
Regardless of how well-structured an activity may be, the effectiveness of 
classroom tasks ultimately hinges on students' comprehension of instructions. 
Without clear directives, even the most thoughtfully planned activities are bound to 
fail. Additionally, students' confidence in their teacher and their enjoyment of the 
English learning process are at risk when instructions are unclear. Therefore, when 
faced with a choice between an average yet easily understood activity and an 
exciting one that is challenging to explain, opting for the former is advisable. 
2.1 Keep Instructions Concise
Recall the last time you sought directions. If the instructions involved taking 
the first left, crossing the traffic lights, turning right after passing the supermarket, 
continuing straight for approximately six blocks, turning right once past the post 
office, and proceeding over the bridge until reaching a roundabout, where you 
should take thethird exit, you likely struggled to retain all these details. Similarly, 
in the classroom, providing excessive information can overwhelm students' 
capacity to remember instructions. 
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Therefore, it is essential to keep instructions brief. A useful guideline is to 
limit instructions to no more than three distinct steps at a time, as students are 
more likely to retain information when presented in this manner. Once students 
have executed the initial set of instructions, halt their progress and provide 
guidance for the subsequent phase, proceeding with another set of approximately 
three steps. 
2.2 Use Visual Aids
Language learners frequently encounter difficulties in recognizing signposts 
or cohesive devices that indicate the direction a speaker is taking during listening 
exercises. While such skills warrant practice during listening tasks, they should not 
be emphasized when teachers issue instructions. During instruction, the sole 
objective is to convey the task requirements effectively, rather than enhancing 
listening skills, although incidental improvement may occur. 
To circumvent the loss of sequential markers like 'after that,' 'next,' or 'then' 
during instructions, which can confuse students about the task sequence, a 
practical approach is to employ visual cues. Assuming adherence to the guideline 
of no more than three stages per set of instructions, holding up one finger when 
explaining the first step, two fingers for the second step, and repeating the process 
for the third step can be highly effective. 
2.3 Provide Exemplars
Rather than relying on lengthy and verbose explanations of tasks, the use 
of straightforward examples can be remarkably effective. Teachers can either 
demonstrate the activity themselves or enlist a proficient student to illustrate the 
task requirements. 
2.4 Observe Student Reactions
The most straightforward method of gauging students' comprehension of 
instructions is through visual observation. If students appear engaged and 
attentive, it is likely that they have grasped the instructions and can execute the 
task proficiently. Conversely, expressions of confusion or bewilderment indicate 
potential comprehension issues. However, maintaining focus on student reactions 
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can be challenging, especially when juggling other tasks such as presenting 
materials, or when dealing with a large class. 
2.5 Verify Understanding
In situations where direct observation of student reactions is impossible, or 
in cases where trust in student comprehension is lacking, teachers must choose 
between reissuing instructions or verifying understanding. Repetition of 
instructions is fraught with the risk that the original issue causing misunderstanding 
may persist. Therefore, confirming comprehension is generally more effective. 
Rather than simply asking, “Do you understand?” which often leads to 
unreliable responses, teachers should opt for questions that necessitate a 
substantive understanding of the task. For instance, inquiries such as, “Should you 
do A or B?” or “What should you do after this?” elicit correct responses, providing 
reasonable assurance of students' comprehension. 
2.6 Reuse Activities
Revisiting previously used activities is an efficient approach to circumvent 
the need for constant instruction. If students have previously engaged in an activity, 
they can often proceed without additional guidance. However, it is essential to 
exercise caution and avoid excessive repetition, as both students and teachers 
may become disinterested over time. 
2.7 Boost Confidence
Misunderstandings in the classroom, particularly among lower-level 
learners, are commonplace. Recognizing and accepting this fact is crucial, as it 
necessitates the development of coping mechanisms. Teachers should refrain 
from blaming students, maintaining composure, and swiftly addressing any arising 
issues. One effective strategy involves cultivating students' confidence in the 
teacher through thorough preparation and a proven track record of success in other 
activities. When students trust that their teacher generally succeeds, they are more 
likely to overlook occasional problems and remain engaged in the learning 
process. Conversely, if students lose confidence in the teacher, they may become 
reluctant to participate and may not readily forgive instructional missteps in the 
future. 
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THEME 3 – INCORPORATING LISTENING INTO THE CLASSROOM
Facilitating listening practice in the classroom may seem straightforward at 
first glance. As the teacher, you either speak, providing something for students to 
listen to, or you press play on a CD player, allowing students to listen to pre-
recorded material. However, the process is more intricate than it appears. Reflect 
on how we engage in listening in real-life scenarios. Typically, we listen with a 
purpose, a motivation to pay attention and grasp the message being conveyed. 
While listening, we are often engaged in secondary activities, such as verifying 
information, taking notes, or responding to instructions. Moreover, following 
listening, we generally respond in some manner, whether it involves debating with 
the speaker, composing an essay, or expressing our thoughts on following 
instructions. If this pattern holds in real-life situations, and we aspire to create 
authentic classroom activities, we must strive to integrate these elements into our 
practice tasks. 
3.1 Pre-listening
This stage of a listening activity serves two primary objectives. Firstly, it 
prepares students to confront the task's challenges by introducing any essential 
vocabulary (lexis) that may be required. Secondly, it motivates students to actively 
engage in listening by activating their schemata, prompting them to contemplate 
the topic of the upcoming listening exercise and anticipate its presentation. 
Various methods can be employed to introduce new vocabulary to students. 
While it's impractical to delve into all possibilities here, common techniques include 
matching words or phrases to definitions, associating words or phrases with 
images, or requesting students to formulate their own definitions. Importantly, the 
words or phrases introduced during this pre-teaching exercise should feature 
prominently in the listening material and play a critical role in comprehending the 
text. 
Regarding the second objective, students should be adequately prepared 
for the listening task, ensuring they don't spend the initial moments struggling to 
establish context. Warming students up to the topic can be as straightforward as 
explaining the listening content. Ideally, however, it should involve active 
participation from students. This could involve: 
• Asking students to predict answers to questions before they listen. 
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• Encouraging students to formulate their questions. 
• Requesting students to inspect titles or images and speculate about the 
forthcoming content. 
• Displaying an image related to the listening topic and prompting students to 
describe it or ponder its significance. 
3.2 While-listening
Traditionally, this stage is viewed as the core listening activity. If you have 
selected a task appropriate for students' proficiency level and prepared them 
adequately during the pre-listening stage, this phase should proceed smoothly. 
Sample while-listening activities might include: 
• Listening and verifying predictions made during the pre-listening stage. 
• Listening and transcribing an answer. 
• Listening and responding to multiple-choice questions. 
• Listening and sketching a picture based on a verbal description. 
• Listening and executing a physical action in response. 
It's quite common to instruct students to listen to the same passage more 
than once, each time engaging in a different activity. This approach allows students 
to initially grasp the general idea and then focus on finer details duringsubsequent 
listening attempts. Such activities align well with the concept of top-down 
processing, maximize the utility of the listening material, and provide students with 
the opportunity to deepen their comprehension of the text. 
3.3 Post-listening
In this phase, teachers can leverage the listening activity, along with the 
context they've established, to explore various aspects of the English language. 
Teachers may choose to concentrate on the language used in the listening material 
to teach vocabulary, grammar, or phonological elements. Given that students 
ideally comprehend the task's message, any language addressed at this stage 
benefits from being analyzed in context, with its meaning fully developed. 
Alternatively or concurrently, teachers have the option to expand upon the 
ideas introduced in the listening activity, integrating speaking, writing, or reading 
skills. For instance, in a listening activity centered on a restaurant conversation, 
students could be encouraged to write and enact their own role-play scenarios. 
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Regrettably, teachers often find themselves unable or disinclined to execute 
post-listening exercises. This may be attributed to time constraints or a failure to 
recognize their value, whatever the cause, it is unfortunate. 
3.4 Tips and Strategies for Enhancing Listening Activities
Provided that robust pre-, while-, and post-listening activities are 
incorporated, teachers can have confidence in the effectiveness of their approach. 
Nevertheless, several additional elements can elevate any listening activity to a 
higher level: 
• Peer Review: Before conducting class-wide feedback, encourage students 
to check their answers in pairs. This approach offers several advantages, 
such as increasing student-to- student interaction, enhancing English 
usage, and instilling confidence in students when they find their partners' 
responses matching their own. 
• Transcript Utilization: The transcript is an invaluable tool often underutilized 
by teachers. Its significance is underscored by the considerable space 
dedicated to transcripts in published materials. Teachers can leverage 
transcripts in various ways, including linguistic analysis (e.g., identifying 
examples of the present perfect or specific prepositions), providing 
clarification if students struggle to understand a segment, or employing 
transcripts for pronunciation practice while students follow along. 
• Student Autonomy: Empower students by soliciting their input on whether 
they'd like to listen again or entrusting one of them with the responsibility of 
controlling playback. This not only enhances students' self-confidence but 
also fosters a sense of ownership over their learning, reducing their reliance 
on the teacher for instruction. 
• Repetition: Do not hesitate to replay a listening passage multiple times. 
Repetition can serve various purposes, such as revisiting the same task if 
students struggled initially or reusing the same text with a different activity. 
Multiple listening sessions provide students with the opportunity to deepen 
their understanding and focus on meaning. 
• Top-down Processing: When multiple tasks are assigned for the same 
listening text, consider employing top-down processing techniques, as 
discussed earlier in this module. The first task should emphasize global 
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comprehension, the second should delve into details, and the third should 
concentrate on individual sounds, words, or phrases. 
• Keep It Brief: Whether creating your own material or selecting content from 
sources like YouTube, it's advisable to keep the material concise. Lengthy 
materials, especially those exceeding 2 or 3 minutes, can consume a 
significant portion of class time and challenge students' attention spans. 
Longer listening exercises may be more suitable for advanced students 
when focusing on extensive listening. 
THEME 4 – ENGAGING IN CLASSROOM SPEAKING ACTIVITIES
In the classroom, you'll find students with varying degrees of willingness to 
speak. Some seem ready to chat away at any given moment, while others may 
require a bit more encouragement. However, ensuring that students not only speak 
but also focus on the right topics and use appropriate language is essential. The 
process, rather than just the end result, should be the primary focus – how students 
accomplish a task and what they glean from it, rather than merely completing the 
task itself. 
Moreover, while certain students may feel confident speaking in various 
situations, this does not apply to everyone. The key to successful speaking 
activities is thorough preparation. Equipping students with the necessary 
information, time to prepare, and essential vocabulary significantly enhances the 
chances of a productive activity. 
4.1 Information
When a task necessitates specific information, allocate time for students to 
gather or read it. For instance, if you're planning a role-play, provide time for 
students to peruse cue cards. If a debate is on the agenda, grant students the 
opportunity to research the facts they'll require. This preparatory work can take 
place in class or as part of the previous class's homework. While it may seem like 
you're spending valuable time that could be better spent on actual speaking, the 
investment here ultimately yields a more efficient and effective activity. 
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4.2 Individual Preparation
Previously in this course, we've explored speaking strategies and coping 
techniques. One valuable strategy involves preplanning what you intend to say 
before actually saying it. Consider real-life scenarios: before using a second 
language to purchase a pair of trousers, a person might contemplate their needs 
and the necessary language for describing them. They think about how to discuss 
color, prices, sizes, and inquire about the dressing room and return policy. 
Predicting potential responses helps them prepare for the ensuing 
conversation. If this strategy proves beneficial outside the classroom, it should also 
be applied within it. Doing so ensures not only the success of the task but also 
trains students to employ this strategy independently. Of course, there will be times 
when we can't preplan our responses, as life often presents spontaneous 
situations – hence, we shouldn't always rely on this strategy. 
4.3 Lexis
If a task requires specific language for completion, ensure you've introduced 
it before commencing the activity. It's possible that the activity serves as a review 
of language already covered; in such cases, remind students and write the 
pertinent vocabulary on the board, making it easily accessible if it slips their minds 
during the activity. 
4.4 Tips and Strategies for Speaking Activities
• Define Your Goal: Clearly identify whether your aim is to practice speaking 
or to use speaking as a means to practice a particular grammar or 
vocabulary point. Clarity about your objectives allows you to assess the 
activity's success and provide valuable feedback. If your goal is to 
emphasize a specific grammar or vocabulary item, your feedback will 
naturally center on that aspect. If the focus is on speaking skills, you might 
be more inclined to overlook other issues. 
• Provide Time Warnings: Unexpectedly concluding an engaging activity can 
be disheartening for students. Additionally, some students may veer off-
topic, so gently signaling that there's limited time remaining can help refocus 
their attention. Similarly, students who finish early won't mind waiting a 
minute or two for their classmates to complete the task. To keep them 
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engaged during this time, have extra activities prepared, ensuring they 
remain occupied without feeling penalized for their efficiency. 
• Address Early Finishers: For students who complete tasks quickly, 
especially if it's going to be more than a couple of minutes before the rest 
finish, have supplementaryactivities at the ready. This prevents students 
from becoming bored or disruptive. Avoid assigning textbook exercises as 
these may be perceived as punitive for working swiftly. 
• Effective Timing: Determining when to conclude an activity comes with 
experience. Provide ample time for participants to complete the exercise 
without allowing it to drag on, potentially causing boredom. While you 
shouldn't hold the entire class hostage for a few slower students, you also 
can't expect everyone to move at the pace of the fastest. Pay attention to 
the class's dynamics to gauge when interest begins to wane and conclude 
the task accordingly. 
• Monitoring: The teacher's actions while students are speaking can 
significantly impact the activity's outcomes. If the teacher appears 
disinterested, focusing on notes for the next task or gazing out the window, 
students will notice and may cease working effectively. Instead, teachers 
should actively monitor students' performance, potentially taking notes for 
post-activity feedback. If the activity has been set up effectively, direct 
intervention should rarely be necessary. Instead, find a location in the 
classroom where you can hear as many students as possible. If this isn't 
feasible, move around after a few minutes. Avoid attempting to conceal your 
monitoring efforts; instead, perform them openly so students are aware of 
your presence. If you hear laughter from a group, smile even if you're 
unaware of the joke. This conveys your ability to hear everyone, enhancing 
student participation. 
• Class Size Considerations: Be mindful of class size and its implications for 
activities. A larger class may be noisy and make monitoring challenging. 
Conversely, a smaller class can be quieter, potentially intimidating students 
and limiting the range of activities you can engage in. 
THEME 5 – LANGUAGE DRILLS
At its core, a language drill in the classroom involves the teacher modeling 
language, which students then replicate. Drills can take various forms, including 
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individual repetition, group repetition, or whole-class repetition. In its simplest form, 
students mimic what the teacher says, but substitution drills require students to 
manipulate the language in some way. For instance: 
• Teacher: Apple juice 
• Students: I like it 
• Teacher: Grapes 
• Students: I like them 
• Teacher: Bananas, not 
• Students: I don’t like them 
Drills originally emerged as part of the behaviorist approach to language 
instruction, founded on the belief that repeated exposure to language would lead 
to its automatic retrieval when needed. While certain aspects of this approach have 
been discredited, drills remain a feature of many language classrooms. 
5.1 The Case Against Drills
Drills have garnered their share of criticism among teachers and 
researchers for several reasons: 
• Lack of Focus on Meaning: Drills often involve mere repetition without an 
emphasis on understanding the meaning of what is being said. 
• Lack of Communicative Function: They lack transactional or phatic 
functions found in real-world communication. 
• Lack of Authenticity: Drills are rarely encountered in authentic, everyday 
language use. 
• Teacher-Centered: They place the teacher in full control, limiting student 
autonomy. 
• Perceived Boredom: Some students and educators find drills monotonous. 
5.2 The Case for Drills
Despite these drawbacks, many teachers and students appreciate drills and 
continue to use them for several reasons: 
• Safety: Drills offer a safe environment for language practice, focusing on 
aspects of pronunciation or structure without the pressure of meaning. 
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• Confidence Building: Students often feel a sense of accomplishment and 
confidence when participating in drills. 
• Error Identification: Drills can help teachers pinpoint mistakes, especially 
pronunciation errors, by directing specific attention to them. 
• Teacher-Centered Approach: Teacher-centeredness is not inherently 
negative; many students prefer a teacher-led class. 
• Potential Engagement: When executed thoughtfully, drills do not have to be 
boring. 
5.3 Improving Drills
For those determined to use drills effectively, here are some strategies to 
make them more engaging: 
• Keep Them Brief: Long drill sessions can become tedious. Opt for shorter, 
snappier drills to maintain student engagement. 
• Vary the Format: Mix it up by employing whole-class, group, and individual 
drills. 
• Diversify the Type: Experiment with different drill types, such as repetition 
drills, substitution drills, written drills, or any other suitable format. 
• Avoid Predictability: Avoid going around the class in a predictable order. 
This prevents the last student in line from growing increasingly anxious and 
the first student from losing interest. 
• Add a Twist: Introduce variety by changing how you deliver the prompts. 
Try whispering or shouting the instructions and ask students to mimic you. 
Organize students by various criteria like gender, age, or appearance. This 
keeps students engaged, as they are not merely parroting but actively 
attending to your instructions. 
5.4 Conclusion
In this lesson, we explored the practicalities of task-based learning within 
the communicative approach, focusing on speaking and listening exercises. We 
emphasized the importance of clear instructions to guide students effectively. 
Regarding listening, we delved into the necessity of incorporating pre-, while-, and 
post-listening tasks, along with practical classroom implementation tips. In the 
context of speaking, we stressed the significance of comprehensive student 
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preparation before diving into the tasks, followed by practical insights into 
executing speaking activities in the classroom. Lastly, we tackled the controversial 
topic of language drills, examining their pros and cons and offering strategies for 
using them more effectively. In the upcoming lesson, we will explore how to 
integrate speaking and listening skills activities with other language skills. 
Theoretical approach text
GALLACHER, L. Project work with teenagers. British Council, 2014, Available in: 
. Access: 15 
jun. 2018. 
Practical approach text
SPECK, C. 8 Great Ways to Use Dictation with ESL Students. Busy Teacher. 
Available in: . Access: 15 jun. 2018. 
Further knowledge
ACTIVITIES to promote interaction and communication. CAL – Center for 
Applied Linguistics. Available in: 
. Access: 15 jun. 2018. 
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BROWN, J. D. Teaching by Principles: An interactive approach to language 
pedagogy. New York: Pearson Education, 2001. 
RHALMI, M. Task Based Language Teaching. My English Pages, 2018. Available 
in: . 
Access: 15 jun. 2018. 
SCRIVNER, J. Learning Teaching. Oxford: Macmillan Publishers Ltd: 2005. 
SELIVAN, L. In: Defence of TBL. Leoxicon, 2012. Available 
in: . Access: 15 
jun.2018. 
THORNBURY, S. Speaking Instruction in the Cambridge Guide to Pedagogy 
and Practice in Second Language Teaching Cambridge. Cambridge: Cambridge 
University Press, 2012. 
WILLIS, J. A Framework for Task-Based Learning. Harlow: Longman Group Ltd, 
1996.