NCEL 425: DEVELOPING LISTENING & SPEAKING SKILLS
Foothill College Course Outline of Record
|Effective Term:||Fall 2021|
|Hours:||10 lecture per week (120 total per quarter)|
|Advisory:||NCEL 413 or higher.|
|Degree & Credit Status:||Non-Degree-Applicable Non-Credit Course
Basic Skills, 4 Levels Below Transfer
|Grade Type:||Non-Credit Course (Receives no Grade)|
Student Learning Outcomes
- Respond to varied types of aural input (instructions, telephone messages, conversations, short talks).
- Produce comprehensible spoken language in social interactions, class discussions, and presentations.
The student will be able to:
A. demonstrate comprehension of literal and implied meaning in listening tasks, e.g., instructions, directions, telephone messages, conversations, and short talks on familiar topics, using various types of responses (speaking and writing)
B. recognize basic patterns of stress and intonation in English (listening)
C. reproduce basic stress and intonation patterns of spoken English to aid in comprehensible pronunciation/speech (speaking)
D. produce comprehensible spoken language in social interactions, class discussions, and presentations
A. Demonstrate comprehension of literal and implied meaning in listening tasks
1. Literal meaning
a. Main ideas
b. Supporting details
2. Inferred meaning
a. Context clues
b. Speaker’s tone
c. Non-verbal cues
B. Recognize basic patterns of stress and intonation in English
1. Recognize basic stress and intonation patterns of spoken English to aid in comprehension
a. Listening for number of syllables
b. Listening for stressed syllables
c. Listening for grammatical signals at the ends of words, e.g., /s/, /d/
d. Listening for elisions
e. Listening for intonational features
2. Identify connections between speech and writing, e.g., learning sound-spelling correspondences
a. Silent "e" (can vs. cane)
b. Send vs. sent
C. Reproduce basic stress and intonation patterns of spoken English to aid in comprehensible pronunciation/speech
1. Using appropriate number of syllables in words
2. Pronouncing final syllables of words, especially syllables that show grammatical endings, e.g., plurality, possession, tense
3. Placing stress on the appropriate syllable of words
4. Placing sentence stress appropriately in common phrases to focus, emphasize, contrast
5. Using intonation appropriately
6. Speaking in appropriate phrases and not only single one-word sentences
D. Produce comprehensible spoken language in social interactions, class discussions, and presentations
1. Speech acts common to discussions and conversations, e.g., compliments, criticism, advice and giving (multi-step) directions
2. Common interruption words and turn-taking
3. Common idioms
4. Levels of formality (register) in conversation/discussions
a. Apply conversation strategies to participate in “small talk”
1) Responding appropriately in conversations
2) Initiating conversations
3) Sustaining conversations
4) Closing conversations
b. Demonstrate phone skills
1) Calls for information
2) Calls for personal and business purposes
3) Leaving appropriate voicemail messages
5. Participating in class activities:
a. Clarification--negotiation for meaning strategies (e.g., asking for clarification, repetition and specific information)
c. Expressing opinions with support
g. Reporting out from group discussions to the class
Special Facilities and/or Equipment
B. When taught via Foothill Global Access, ongoing access to computer with email software and capabilities and current internet browser, email address.
Method(s) of Evaluation
A. Communicative, contextualized in-class assignments
C. Oral and written production of extended discourse
F. Presentations (individual and group)
Method(s) of Instruction
Lecture, discussion, oral presentations, demonstration.
Representative Text(s) and Other Materials
Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record.
Sarosy, Peg, and Kathy Sherak. Lecture Ready 1: Strategies for Academic Listening, Note-Taking, Discussion. 2nd ed. NY: Oxford University Press, 2013.
Mills, Robin, and Laurie Frazier. NorthStar Listening and Speaking 2. 4th ed. NY: Pearson, 2014.
Instructors should select one of the following recommended pronunciation texts:
Beisbier, Beverly. Sounds Great: Intermediate Pronunciation and Speaking for Learners of English. Book 2. Boston, MA: Heinle & Heinle, 1994.
Gilbert, Judy. Clear Speech From the Start. 2nd ed. NY: Cambridge, 2012.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Readings in the text and other sources.
B. Writing to support listening and speaking activities.
C. Recording pronunciation tasks.