Group 2:

1. Nova Erni Barokah

(2520015)
2. Annisa Ivone Amalia
(2520016)
3. Elvia Nur Taqwa (2520021)
4. Indah Puji Astuti (2520022)
TEYL-C
Teaching Listening and Speaking to
Young Learners
 Listening

Listening is the receptive use Listening is not an easy skill to acquire

of language. It is the as it requires listeners to make sense
process of interpreting messages by of the meaning from the oral input,
using context and one’s knowledge produce information in their long
of language and the world. The term memory and make their own
development of listening skills has interpretations of the spoken
an impact on the development of passages (Richards 2008).
other skills (Rost 2002;
Linse 2005) because
listening provides input for other
language skills including speaking
and writing.
 Speaki
As a productive language skill, speaking is the active
use of language to express meaning. Speaking ng
involves expressing ideas, opinions or a need to do
something and establishing and maintaining social
relationships and friendships (McDonough and
Shaw 2003). For YLs, the spoken language is
usually the medium through which a new language
is encountered, understood, practised and learnt.
While listening is the initial stage in first and second
language acquisition, and the skill that children
acquire first (Scott and Ytreberg 1990), speaking
will often quickly follow and provide evidence to
the teacher of learning, whether this is superficial or
deep.
 Young
Learners
The term young learners covers a range of learners who
share commonly accepted characteristics such as having
Accordingly, preschooler or pre-primary
children cover two to five years and they
short attention spans and learning holistically, but differs in are commonly known as very young
terms of their physical, psychological, social, emotional, learners or early starters; primary school
conceptual and cognitive development. Although the age pupils are within the age range of six to
range the term young learners covers may vary according to 10/11 years old and they are commonly
the educational system of a country, Ellis (2014) suggests known as young learners; secondary
labels for the different age groups according to the terms school pupils are within the age range of
commonly used in the educational systems to which 11–14 years, and are also known as young
children belong. learners or early teens; and those within
the age range of 15–17 years are known as
young adults.
 The nature of
The listening and
first differentiating trait is that YLs learn indirectly and holistically rather

speaking
able to for
analyze and manipulate YLs
than directly (Cameron 2001). Pinter (2017, p. 167) clarifies: learners are not yet
language in an abstract way. They are learning by
understanding meaningful messages. For example, in a song children will not
understand every word but they will have an idea about what they are singing.
Accordingly, YLs need to be provided with extensive and continuous exposure to
language contextualized in meaningful and enjoyable ways (Cameron 2001;
Pinter 2011). They also need to be encouraged to communicate through
purposeful, real here-and-now experiences. Arnold (2016) has suggested in this
regard that listening can be made more comprehensible by using exaggerated
intonation to hold the child’s attention, emphasizing key words, presenting the
topics that are familiar to the child, repeating and paraphrasing frequently, and
keeping sentences short and grammatically simple.
Secondly, YLs have short attention spans (Cameron 2001; Brewster et
al. 2002; Slattery and Willis 2001), and they are not capable of focusing
on one task for long periods of time. Therefore, they need variety in
listening and speaking tasks. It is essential that such tasks be short,
varied, motivating and interesting, and that, in line with Butler (2005),
teachers mediate and offer concrete support.
In addition, YLs are active and they need physical movement
in the classroom due to their high levels of energy (Brewster
et al. 2002). As they enjoy learning through playing, acting,
making and doing (Slattery and Willis 2001), these
characteristics of YLs can be exploited through Asher’s TPR
method (Asher 2009).
Another characteristic of YLs is their ability to learn through
repetition and to imitate the sounds of the target language
(Slattery and Willis 2001). Listening to stories, songs
and rhymes is specifically recommended for children to
become aware of the rhythm, intonation and pronunciation of
language (Brewster et al. 2002). Teachers can use such
listening materials as a source of input to develop a speaking
activity. For example, children can take the roles of characters
in the songs and stories or they can recreate the activity in an
activity corner (see Mourão 2014).
Listening
Tasks  Listen and do
activities
Communication is two ways, and it can be
easily understood by looking at the pupil
whether they have received the massages
or not, focusing on the use of physical
activity is a useful approach for YLs, who
listen to their teacher’s instructions
generally in the form of commands and
then follow.
Listening  Listen and
Tasks Repeat
activities
'Listen and repeat' exercises are great fun and
give the pupils a chance to get a feel for the
language: the sounds, the stress and rhyme and
the intonation. When performed in combination
with movements, objects or pictures, chants,
songs and story refrains, they help learners to
establish a link between words and meaning
(Scott and Ytreberg 1990).
Listening  Listen and
Tasks Draw
activities
'Listen and draw' is favorite type of listening
activity in almost all classes. In this activity the
teacher tells the other to draw. For example:

Let's draw a monster!

The monster has one eye. The monster has three

arms. The monster has four legs.
Listening  Listen and
Tasks arrange
activities
Learners are given scrambled pictures of a story
or a text, and they can be asked to put the
pictures in the correct order while listening.
The following sample activity is designed
for six- to eight-year-old children.
Listening  Listen and
Tasks color
activities
Children love coloring pictures and this can
easily be a listening activity. Instead of
letting them to simply color the picture,
teacher can make it into a language
activity, which can be used with eight- to
10-year-old learners.
 Speaki
ng Task
Speaking tasks with children
should provide plenty of support in terms
of structure to enable them to use language
confidently and effectively. In the
Using the gapped text below,
following game, children describe cartoon learners describe the
characters in short oral texts that are cartoon for classmates to
scaffolded through stem sentences. First, guess.
My name is . . . .
the teacher prepares cards with cartoon
I am a (white duck).
characters and their features, and calls on a I have (yellow-orange feet and
student to pick up one card legs).
and describe it to the class. I wear (a sailor shirt and cap).
 Techniques to
promote listening
and speaking skills
Becker and Roos (2016) state that ‘in order to become truly
communicatively competent, learners should be provided
with manifold opportunities through activities that support
their natural desire to interact with peers and allow them to
make use of their rich resources of imagination, creativity,
curiosity, and playfulness’ (p.23).
There are many techniques that can be used to enhance
children’s oral language. Bland (this volume) covers a key
area – children’s literature and storytelling. Here I present
three other approaches that are popular in young learner
classrooms.
 Son
g
Songs can make an important contribution to YLs’ listening skills,
pronunciation, vocabulary, sentence structures and repetition that
might otherwise be tedious (Cameron 2001). Songs help children
gradually to internalise the structures and patterns of the foreign
language and to learn specific vocabulary items. For example: The
‘hide and seek’ song from super simple song teaches not only how
to count from 1 to 10, but also the children can learn to play
hide and seek in English. It is also fun because they can do an actual
hide and seek game while singing.
 Animati
on
Presenting language to YLs through a puppet, having
conversations with it and presenting dialogues are some of
the most effective ways to teach English. For example, a
puppet ‘bear’ can be created as a personality to support
children's listening and speaking, helping them to
communicate much more spontaneously. Bear can be
included in songs, chants, rhymes, games, dialogues and
stories by the teacher. Similarly, children can use puppets for
retelling what they have learned (Slattery 2008).
Dialogues
and role
Dialogues and role play based on real-life conversations
play are oral activities that can be used to bridge the gap
between guided and free tasks. Learners can find them
entertaining and motivating as they take on the role of an
imaginary character. The use of puppets, physical
movements and realia can make a dialogue come alive
for YLs, giving them a communicative purpose
(Brezigar 2010).
In pre-service primary courses, prospective teachers need to have the
appropriate skills for teaching listening and speaking and expertise relevant to
the age group. Effective teacher education programmes for YLs therefore need
to educate prospective teachers to have:

- Age-appropriate pedagogies for teaching listening and speaking skills.

- Fluency and confidence particularly in their English speaking to provide
both a good language model and a plausible model for children to aspire to.
- Basic classroom management skills in establishing, monitoring and giving
feedback on communicative listening and speaking tasks.
- The ability to differentiate teaching to meet the learning needs of young
learners who may have different levels, learning styles and motivations.
To sum up

Listening is an active process, as the mind actively

engages in making meaning. It is therefore our duty as
teacher to ensure that the materials we use are
comprehensible to our young learners, as well as within
the range of what they are developmentally ready for.
Speaking activities could lead to high noisy level, so
teachers must have their unique way to manage their
classroom.
Thank
You