Using Podcasts to Integrate Speaking, Listening, and

Pronunciation Skills

TESOL 2010TESOL 2010

Patricia Watts, Lecturer

Sue Ingels, PhD Candidate

University of Illinois at Urbana-Champaign

Thursday, March 25, 2010

Outline

Motivation for integrating skillsMotivation for integrating skills Podcasts: definition and rationale for Podcasts: definition and rationale for

useuse How we use Podcasts in our classHow we use Podcasts in our class How to use Podcasts to fit course How to use Podcasts to fit course

objectivesobjectives Advice for using Podcasts effectivelyAdvice for using Podcasts effectively Podcast sourcesPodcast sources

Integrating Listening, Speaking, and Pronunciation

Skills“How you hear English is closely connected with how you speak English.” Gilbert, 1984, p. 3

Listening and speaking occur together in daily life. Natural interdependence useful for the development of oral proficiency (Murphy, 1991)

Integrating Listening, Speaking, and Pronunciation

SkillsViewing pronunciation as part of the entire speech communication act (Morley 1994).

Canale and Swain’s framework of competency (1980) led to a paradigm shift in pronunciation teaching from isolated focus on linguistic competence to focusing on all four competencies: linguistic, discourse, sociolinguistic, and strategic

What is a podcast?

Combination of two words:iPod (Apple’s digital music player) and Broadcasting“Digital audio programs that can be

subscribed to and downloaded by listeners”

(Carvalho 2008)

Why podcasts?

• Like other video & audio resources:• Provide meaningful language input

for analysis and imitation• Raise learner awareness of language

features and use• Learners can go at own pace• Teachers and students can create

them• Authentic language (scripted and

unscripted)

Why podcasts?

Unique advantages:• Easily accessed on internet• Once downloaded, can be used

anywhere, anytime• Large and ever expanding topic

selection• Free content, even to subscribers• Promote independent learning• Help develop a community of

learners

The Podcast Project

Our contextOur context Learner needs

Vocabulary range Natural expressions – idiomatic speech Oral paraphrasing, summarizing, and

quoting Discussion and small talk skills Rhythm Listening to fast speech

The Podcast ProjectThe Podcast Project

What we did 4 multi-part oral recording homework

assignments over 8 weeks Listen and summarize a podcast (done without

viewing the transcript) Various speaking tasks: create discussion

questions for the topic, define terms or idiomatic expressions

Various pronunciation tasks: listen for and mimic rhythm enhancers, primary stress, intonation

Sample Lesson 1: Using Sample Lesson 1: Using Podcasts to reinforce skillsPodcasts to reinforce skills

Listen and take notes. (no transcript Listen and take notes. (no transcript yet)yet)

Summarize the main points of the Summarize the main points of the podcast (1 min.)podcast (1 min.)

Prepare 2 or 3 related discussion Prepare 2 or 3 related discussion questions for small group activity.questions for small group activity.

Sample Lesson 2: Dual Sample Lesson 2: Dual Listening-Pronunciation Listening-Pronunciation

focusfocus Listen to segment 22 – 44 and follow Listen to segment 22 – 44 and follow

along with the transcript. along with the transcript. Listen for the speaker’s use of fast-Listen for the speaker’s use of fast-

speech phenomena, such as speech phenomena, such as contracted speech, reduced vowels, contracted speech, reduced vowels, and linking. and linking.

Practice mimicking the fast-speech Practice mimicking the fast-speech phenomena and record it.phenomena and record it.

Sample Lesson 3: Sample Lesson 3: Incorporate a quotation in Incorporate a quotation in

an oral presentationan oral presentation Listen to segment. Mark message Listen to segment. Mark message

unit boundaries and intonation.unit boundaries and intonation. Mimic the segment to the best of Mimic the segment to the best of

your ability and record it.your ability and record it. Create a similar sentence introducing Create a similar sentence introducing

a person, that person’s title or job, a person, that person’s title or job, and a brief quotation.and a brief quotation.

Audio SourceAudio Source

Source:Source: http://www.engineerguy.com/comm/4680.htmhttp://www.engineerguy.com/comm/4680.htm

Segment :59 – 1: 10Segment :59 – 1: 10

““August Dvorak, a professor of educational August Dvorak, a professor of educational psychology, redesigned the keyboard using psychology, redesigned the keyboard using the then current notions of time-motion the then current notions of time-motion studies. A true believer in a purely scientific studies. A true believer in a purely scientific approach to life he urged his pupils to, quote, approach to life he urged his pupils to, quote, ‘Make yourself efficient and up-to-date, ‘Make yourself efficient and up-to-date, whenever possible, by the use of available whenever possible, by the use of available machines.’” machines.’”

Sample student Sample student performanceperformance

Imitation of original recording

New Quotations created by Ss

During my freshman year of undergraduate study, my professor, Su-Han Lu, told us, quote, “A civil engineer who stays in his office all days long cannot be a good engineer.”

Other Uses of Podcasts

• Match podcast to teaching objective

Discourse StructureDiscourse Structure

“Hello. I’m Dr. Jeff Henriques. And this is PsychOut, where we explore psychology outside of the classroom. And our topic is dreams. Why do we dream? When do we dream? Well let’s start with the second question first. It’s a little bit easier, a little bit shorter answer.”

What does the speaker say and do with his voice to signal topic and focus? Compare phrase length differences in spoken and written text.

Source: Henriques, J. (2009). PsychOut: Dreams. University of Wisconsin-Madison, Department of Psychology. Downloaded through iTunes U.

Listening and SpeakingListening and Speaking

““Ultimately, the storm of blather surrounding recent Ultimately, the storm of blather surrounding recent weather events can largely be blamed on a weather events can largely be blamed on a fundamental misunderstanding. fundamental misunderstanding. WeatherWeather is the day- is the day-to-day temperature, humidity and precipitation. to-day temperature, humidity and precipitation. ClimateClimate is the overall combination of all these is the overall combination of all these events over a long period of time. No single weather events over a long period of time. No single weather event—heat wave, hurricane or blizzard—tells us event—heat wave, hurricane or blizzard—tells us much about climate.”   much about climate.”  

Listen for definitions of key terms. Record your oral Listen for definitions of key terms. Record your oral summary of the podcast.summary of the podcast.

Source: http://www.scientificamerican.com/podcast/episode.cfm?id=what-does-Source: http://www.scientificamerican.com/podcast/episode.cfm?id=what-does-winter-weather-reveal-abo-10-02-11winter-weather-reveal-abo-10-02-11

Pronunciation TargetsPronunciation Targets

““Congress Congress passed thispassed this just a few months in to just a few months in to the new Obama administration. A few of the the new Obama administration. A few of the new rules took affect new rules took affect last yearlast year but major but major provisions are being phased in on Mondayprovisions are being phased in on Monday.” .” (heavy stresses, rhythm facilitators: linking, (heavy stresses, rhythm facilitators: linking, blending, CCS, reduction)blending, CCS, reduction)

Source: http://www.npr.org/templates/transcript/transcript.php?Source: http://www.npr.org/templates/transcript/transcript.php?storyId=123909483 Downloaded on March 8, 2010. Copyright storyId=123909483 Downloaded on March 8, 2010. Copyright ©2010 National Public Radio®. Heard on Weekend Edition ©2010 National Public Radio®. Heard on Weekend Edition Sunday, February 21, 2010. Sunday, February 21, 2010.

Content-Based Content-Based InstructionInstruction

Identify podcasts that relate to class topic: e.g., HS Identify podcasts that relate to class topic: e.g., HS history class.history class.

Individually or as team projects, students listen to Individually or as team projects, students listen to teacher-selected podcasts and find others from teacher-selected podcasts and find others from varying perspectives.varying perspectives.

Outcomes: oral presentations, creation of new Outcomes: oral presentations, creation of new podcasts, written projects, group work, online podcasts, written projects, group work, online discussion via class websitediscussion via class website

Criteria for Selecting Criteria for Selecting PodcastsPodcasts

Contains salient examples of target Contains salient examples of target featuresfeatures

Speech authenticity matches assignment Speech authenticity matches assignment focusfocus

Contains relevant contentContains relevant content Appropriate rate of speechAppropriate rate of speech Varied speakersVaried speakers Transcripts provided Transcripts provided

TipsTips

Teacher and student need to be familiar with Teacher and student need to be familiar with podcast technology; have internet access or a way podcast technology; have internet access or a way to access podcast filesto access podcast files

Use “adjust tempo” in AudacityUse “adjust tempo” in Audacity Transcripts may have discrepancies with the audioTranscripts may have discrepancies with the audio Assemble and/or create a bank of podcastsAssemble and/or create a bank of podcasts Have Ss make podcasts that can be used in future Have Ss make podcasts that can be used in future

classes (will need their permission)classes (will need their permission) Create your own podcasts to match your teaching Create your own podcasts to match your teaching

contextcontext Use shorter podcasts for lower proficienciesUse shorter podcasts for lower proficiencies Have Ss identify podcasts that interest them—that Have Ss identify podcasts that interest them—that

will assist them in completing course assignmentswill assist them in completing course assignments

Podcast SourcesPodcast SourcesScientific American 1-minute Podcasts (with transcripts)Scientific American 1-minute Podcasts (with transcripts)http://www.sciam.com/podcast/ http://www.sciam.com/podcast/ ““Tune in every weekday for quick reports and commentaries on Tune in every weekday for quick reports and commentaries on the world of science-- it’ll just take a minute.”the world of science-- it’ll just take a minute.”

Bill Hammack’s Engineering & LifeBill Hammack’s Engineering & Lifehttp://www.engineerguy.com/archive/archive.htm http://www.engineerguy.com/archive/archive.htm Audio and transcriptions of 2- to 3-minute radio programs on the Audio and transcriptions of 2- to 3-minute radio programs on the engineering involved in everyday things, from pop-can top engineering involved in everyday things, from pop-can top design to contact lenses to ultrasound imaging.design to contact lenses to ultrasound imaging.

National Public RadioNational Public RadioThis site contains national and international news and This site contains national and international news and information. Selected stories have complete transcripts for their information. Selected stories have complete transcripts for their audio. Some you will have to search for. However, the following audio. Some you will have to search for. However, the following link contains audio and transcripts for stories related to the link contains audio and transcripts for stories related to the Israeli/Palestinian conflict.Israeli/Palestinian conflict.http://www.npr.org/templates/archives/archive.php?http://www.npr.org/templates/archives/archive.php?thingId=1101thingId=1101

iTunes UniversityiTunes University

ReferencesReferencesCanale, M. & Swain, M. (1980). Theoretical bases of communicative Canale, M. & Swain, M. (1980). Theoretical bases of communicative

approach to second language teaching and testing. Applied Linguistics, approach to second language teaching and testing. Applied Linguistics, 1, 1-47.1, 1-47.

Carvalho, A., Aguiar, C., Carvalho, C. J., Cabecinhas, R. (2008). Influence Carvalho, A., Aguiar, C., Carvalho, C. J., Cabecinhas, R. (2008). Influence of podcasts characteristics on higher students’ acceptance. In BONK, of podcasts characteristics on higher students’ acceptance. In BONK, C. J. ; LEE, M. M. ; REYNOLDS, T. H., ed. lit. - “World conference on e-C. J. ; LEE, M. M. ; REYNOLDS, T. H., ed. lit. - “World conference on e-learning in corporate, government, healthcare, & higher education (E-learning in corporate, government, healthcare, & higher education (E-Learn2008) : proceedings, Las Vegas, Nevada, USA, 2008”. Learn2008) : proceedings, Las Vegas, Nevada, USA, 2008”. http://hdl.handle.net/1822/8459 . Retrieved March 8, 2009.http://hdl.handle.net/1822/8459 . Retrieved March 8, 2009.

Gilbert, J. (1984). Clear speech: Pronunciation and listening Gilbert, J. (1984). Clear speech: Pronunciation and listening comprehension in American English. New York: Cambridge University comprehension in American English. New York: Cambridge University Press.Press.

Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, Murphy, J. (1991). Oral communication in TESOL: Integrating speaking, listening, an pronunciation. listening, an pronunciation. TESOL Quarterly (25) 1, TESOL Quarterly (25) 1, 51-75 51-75

Morley, J. (1994) A multidimensional curriculum design. In J. Morley (Ed.), Morley, J. (1994) A multidimensional curriculum design. In J. Morley (Ed.), Pronunciation Pedagogy and Theory: New Views, New DirectionsPronunciation Pedagogy and Theory: New Views, New Directions. 66-. 66-91. Alexandria, VA: TESOL91. Alexandria, VA: TESOL

Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. “podagogy” for language learning. CALL, (20)CALL, (20), 471-492., 471-492.

Thanks!Thanks!

Questions?Questions?

Contact InformationContact Information

Patricia WattsPatricia Wattspawatts1@illinois.edupawatts1@illinois.edu

Sue IngelsSue Ingels ingels@illinois.eduingels@illinois.edu

Student CommentsStudent Comments

Podcasts offer opportunity to imitate and Podcasts offer opportunity to imitate and compare one’s speech with native speaker compare one’s speech with native speaker model. model.

Students generally found podcast topics that Students generally found podcast topics that were interesting, but some requested a broader were interesting, but some requested a broader range of topics and time for class discussion of range of topics and time for class discussion of these topics.these topics.

Majority of students commented negatively about Majority of students commented negatively about the fast speed of the the fast speed of the Scientific AmericanScientific American podcasts. This hindered comprehensibility and podcasts. This hindered comprehensibility and accurate mimicking of the original.accurate mimicking of the original.

88% of students reported plans to use podcasts 88% of students reported plans to use podcasts for self-study.for self-study.

Teacher CommentsTeacher Comments The biggest concern is planning a cohesive use of The biggest concern is planning a cohesive use of

the resource as an integrated component of an the resource as an integrated component of an existing course.existing course.

Actual speech samples may occasionally deviate Actual speech samples may occasionally deviate from rules taught in class.from rules taught in class.

These assignments require that the teacher listen These assignments require that the teacher listen to the students’ podcast choices. Budget time to the students’ podcast choices. Budget time accordingly or assign the same podcast to all accordingly or assign the same podcast to all students.students.