LEARNING OUTCOME 1: SPEAKING & LISTENING

The National Curriculum Statement states that language is a tool for thought and communication. In developing this point the authors stress that it is through language that cultural diversity and social relations are expressed and constructed. They also observe that in learning to use language effectively, learners are enabled to think and acquire knowledge; to express their identity, feelings and ideas; to interact with others; and to manage their world.

All of the points they make are very valid. Language has indeed all of these capabilities. The most significant point though comes in the following paragraph:

The range of literacies needed for effective participation in society and the workplace in the global economy of the twenty-first century has expanded beyond listening, speaking, reading, writing and oral traditions to include various forms such as media, graphic, information, computer, cultural, and critical literacy. The Languages curriculum prepares learners for the challenges they will face as South Africans and as members of the global community.

Educators must therefore be very mindful of the fact that learners are strongly encouraged by the National Curriculum Statement to harness the power of media, graphics and the computer in expressing themselves successfully. 

Once the broad context in which language skills have to be mastered are understood, learners can give attention to specific skills such as those that are listed below:

 

Oral Proficiency Goals:

sharing ideas in a group

explaining concepts

commenting on experiences

defending a position

making a response

telling a story

Making Conversation:

In learning to make conversation learners will have to understand:

  • turn-taking; 

  • offering opinions, insights and suggestions; 

  • interacting effectively in group discussions; 

  • enlivening the discussion or conversation; 

  • listening to and respecting ideas of others; 

  • engaging to redirect focus; 

  • giving attention all the while to:

  • power relations in the group; 

  • local and local environmental issues; 

  • pressing ethical issues of the moment; 

  • prevailing socio-cultural issues; 

  • human rights and constitutional issues
Undertaking Negotiations:

Learners must practise negotiating with individuals and groups to achieve consensus.

They must also participate in panel discussions and debates forums. 

Conducting Formal Meetings

In conducting a formal meeting it is essential to know and follow correct meeting procedures.

Sometimes a speaker is invited and it is very important to know how to introduce such a speaker appropriately, and how to arrange for a vote of thanks to be passed at the end.

Conducting an Interview

In conducting an interview it is important to know and to apply interviewing skills.

At the end of the interviews it is important to know how to complete an interview report.

A learner who knows these skills will also understand how to respond when being interviewed by someone else.

Making an Oral Presentation or Speech

In the world of the twenty first century there is intense competition among firms offering goods and services. Company representatives will therefore need to make effective presentations in order to win business.

In order to make an effective presentation one will have to:

  • determine the range of resources to be used 
  • organise the material: 
  • separate the main ideas from the supporting details; 
  • identify the format to be used; 
  • consider language structures and conventions to be used; 
  • choose appropriate vocabulary; 
  • make effective introductions and endings 
  • use graphics and media: 
    • visual - posters, charts, photographs, slides 
    • audio - music, sound, electronic media 
  • deliver the presentation fluently and expressively: 
  • use appropriate anecdotes, rhetorical questions, pauses, gestures and repetition; 
  • use tone, voice projection, eye contact;
  • pronounce words without distorting meaning 
  • conclude the presentation by summarising the main points and making suitable acknowledgements

 

Participating in a Discussion

In highly paid jobs people are frequently called together to generate ideas. Learners must therefore practise:

  • sharing ideas crisply and clearly;
  •  asking thought provoking questions;
  •  laying out the many challenges and possible solutions;
  • understanding concepts through the creation of mind maps;
  • balancing alternative lines of thought;
  • asking who, what, how, why, what, then, what if question;
  • prosecuting and defending a viewpoint while at the same time commenting on personal and vicarious experiences;
  • making a response to keep discussion in focus;
  • giving and following complex directions / suggestions;
  • keeping human rights issues and democracy in focus;
  • assessing progress toward the emergence of a consensus
LISTENING:

Listening is central to learning in all subjects. Through effective learning listeners can collect and synthesise information, construct knowledge, solve problems and form opinions.

Critical listening skills will enable learners to recognise values and attitudes of speakers. In particular learners will be able to recognise the use of manipulative language and rhetorical devices.

Critical listening is very useful in comprehending lectures, discussion, and debates. 

Critical listeners will respond to what has been said by asking questions of clarification and further detail.

 

DOE LEARNING PROGRAMME GUIDELINES: LANGUAGES – JANUARY 2007

Learning Outcome 1: Listening and Speaking

The learner is able to listen and speak for a variety of purposes, audiences and contexts.

The following should be done to help learners achieving this Learning Outcome:

● To demonstrate listening skills, learners should produce:

  •  written evidence in the form of answers to questions, summaries, notes, etc.

● Teachers should stimulate oral participation by using written, oral and multimedia texts, such as:

  •  radio and television programmes and photographs.

● Topics should be chosen which stimulate discussion on ethical and socio-cultural issues of relevance such as:

  •  human rights, 

  • gender issues, 

  • general environmental issues, 

  • HIV/Aids and other diseases, 

  • inclusivity, tolerance and moral fortitude. 

The choice of such topics will develop critical awareness in learners.

● Listening and speaking should develop awareness of other people and cultures and promote general sensitivity in social situations. This can be achieved by constructive group work.

● Careful planning and research should precede any oral presentation. Oral presentations should be enriched by constantly improved techniques. Prepared and unprepared oral presentations can be used to enhance very important listening skills.

● Listening and speaking skills should always link with the skills of reading or viewing, writing or presenting and the improved use of language structures.

 

 

USEFUL SITE:

http://www.ncaction.org.uk/subjects/english/levels.htm