[MUSIC] Welcome back to Teach English Now, and the final video in this course. We hope that you have enjoyed your time with us, and with our quirky game show host. >> That buffoon of a man, Articulate. >> Whoa, hey, he wasn't so bad, and that crazy control freak. Clarification. >> What? >> Anyway. We hope you enjoyed them both. As well as our brilliant contestants. In order to learn about listening and speaking problems, strategies, and provide you with a brief introduction to pronunciation instruction. We know that we've enjoyed sharing these game shows with you to make some of the concepts that we've talked about memorable, usable, and durable. In this video we'll summarize what we talked about in modules one through five. Make sure that you pay close attention to the important ideas and if you don't quite understand something, as always, please go back to that module and review the video or material again. Don't forget to take notes so that you can look back over them just in case you forget something. >> Thanks Shane, in Module one we were introduced to our overly chatty host, Art Ticulate who made communication on the game show extremely challenging for our three panelists. After seeing all of the difficulties our poor panelists experienced, we discussed each of the nine principles of listening in depth to provide you with a practical understanding of particular issues that your students might struggle with when learning a language. Some of these principles include, blending, morphological reductions, dialogues and regionalisms. Go back and review your notes for the rest of the list. So later in Module one, we focused on challenges that teachers have with listening instruction. One challenge that we talked about was presenting material in a quiz show like format in which students memorize facts and information, followed by a test. Other difficulties teachers face with listening instructions are being aware of all the features that make listening hard, and how to effectively assess students. >> Instead of just using those game show like multiple choice or true false questions. >> Yes, Art. Shane. [LAUGH] And our last difficulty teachers faced, was how to deal with silence in the classroom. >> In Module two we examined listening strategies for both learners and for teachers. Regarding listening for learners, all of our strategies put learners in charge of their own listening, which ultimately makes listening easier for learners. Firstly, we discussed strategies that language learners use when they don't understand something. Keep in mind that these strategies involve varying amounts of risk. That’s why a language learner might choose one strategy over another in a particular situation. Our next set of strategies involves slowing things down, so that learners can take control of learning and learn at their own speed, such as focused attention and the Cornell note taking method. We also discussed how teachers can make listening easier for students. We mentioned some strategies from past courses, such as using visual cues and warm language to keep learners engaged in the lesson. As well as the principle of noticing and enhanced input from the fourth course. Finally, we talked about the importance of teachers using a combination of both top down and bottom up processes with their students. Above all, remember that you should keep your students' needs in mind as you choose a variety of pre listening and post listening activities that will help your students comprehend the listening passages. >> In Module three we were introduced to Art Ticulates delightful replacement, Clarification. >> [LAUGH] No, Jessica, Clara was absolutely not delightful, she was let's see, punitive, demanding, insanely controlling. >> What? Fine. FIne, yes. She did have control issues, I suppose. But seriously though, teachers like Clara do in fact make speaking hard for students. Some speaking struggles that language learners face are overly large class sizes and limited amount of time in the language class each week. This limited time is referred to as the five hour problem. We also mentioned the illusion of interactivity and which factors can contribute to making the teacher feel that the class is interactive, when it really wasn't. The next group of factors discussed that makes speaking hard are connected, because they are all related to how easily a speaker's emotions can be influenced by others. Such as effective factors, the interlocutor effect, and the interaction effect. Finally, we examined some final features that make speaking hard. Four different types of speaking which include imitative, intensive, responsive and interactive speaking. Go back and review your notes if you need to refresh your memory on the specifics of each of these. We also discussed the teacher centered classes that focus on imitative speech and assessments and require learners to memorize and recite facts. Classes like this add an extra burden to students and don't allow them to practically use the language. We instead suggested that teachers ask questions to stimulate critical thinking about the material and how to make connections between these principles. And how can they be practically applied within the classroom setting. And most importantly as teachers, we want you to think about how you can evoke a warm inviting atmosphere that will build community among our learners. So they feel connected to their classmates and are motivated to speak during class. >> Module four, we discussed speaking strategies for languages learners and instructional strategies for speaking that teachers can use in their lessons. Some of the learner strategies we suggested were preparation, practice, over training, imagery, physical response and visual components. We also mentioned interactivity or interacting with others in order to practice the language and get feedback from others. Then we covered instructional strategies that teachers can utilize in their classrooms to motivate students to speak up in class and to help students improve their speaking skills. We mentioned that teachers should make their classroom as comfortable and welcoming as possible. So that students can find their own views and develop their own language egos. We also mentioned that creating a warm classroom environment helps students feel more relaxed. Not the cold, intimidating dungeon of a classroom that Clarification was teaching in. [LAUGH] Finally, we talked about how teachers can give students impossible tasks, which as we defined, aren't really impossible. But challenge students to go above and beyond to complete them. Above all, remember that these instructional strategies can contribute to students' motivational levels, and likelihood to express their opinions in class. Well I think that summarizes Module four. Jessica, what can you tell us about Module five? >> Well Shane, there's so much to review about Module five, which focused on pronunciation. We covered barriers to pronunciation, as well as strategies for teaching pronunciation. But first, we used the concept of recycling to review principles that we had discussed in previous modules like paralinguistics, regionalisms, reductions, and language ego and applied them to pronunciation. Next, we examined some barriers to pronunciation, such as accent, intonations, stress, and reductions. Later, we shared how teachers can best serve their learners and help them overcome these challenges. We presented some strategies the teachers can use for teaching pronunciation either in a mini lesson format to the whole class or as spot correction for individual learners. We suggested analyzing the student's needs, providing a phonemic chart, and giving an explanation of the sounds of the chart. You might want to use the three step model of comparing, identifying, and producing, when teaching the whole class. You can use tongue twisters, dialogues, and specific articulation activities during these many lessons. Another method to practice pronunciation with the whole class is to have a discussion on spoken versus written language. Also, spot corrections can be done for individual learners. However, teachers should pay more attention to correcting global errors rather than the local errors. Eventually teachers can guide learners to start noticing and correcting their own mistakes. To start monitoring their own language. >> That's right, Jessica. Well I am sad to say that we are almost finished with yet another course. Where's the time gone? So much has been discussed, so I should probably give you one last recap. This course focused on listening and speaking problems, strategies and gave you a brief introduction to pronunciation instruction. >> All righty then everyone, how are you feeling about your final test? Are you ready for it? [LAUGH] At this point, I'm sure you are. Just a reminder though, if you need to, go back and watch the videos. Jump on the discussion boards if there's anything you'd like to discuss again with your fellow learners. Once you feel like you've learned all of the concepts from this course, go ahead and take your test. Good luck and we'll see you soon. [MUSIC]
