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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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College Preparatory Listening and Speaking Skills for Students of English as an Additional Language

Course Code: ELLA 0950
Faculty: Language, Literature & Performing Arts
Department: English Language Learning and Acquisition
Credits: 6.0
Semester: 15
Learning Format: Lecture, Seminar
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This is an integrated listening and speaking course for students who wish to refine their academic skills in listening and notetaking, and participate in as well as lead formal and informal discussions in a variety of settings. Students will improve their ability to understand longer lectures and other presentations, discussions and interviews, particularly those on unfamiliar subjects or controversial issues. Students will use strategies appropriate in native-English speaking discussion situations. Students will also improve their ability to research, organize and make presentations, lead follow-up discussions, participate in debates and/or panels, and evaluate their own and others’ performance. Students will practice using notes to complete a variety of assignments typical of first-year university level coursework. Students will continue to develop language skills including grammar, sentence structure, vocabulary and pronunciation elements.

Course Content

Listening 

Follow academic/professional discussions, presentations and lectures (each up to 30 minutes in length).

  • Use pre-listening techniques to prepare for a listening task.
  • Identify implicit main ideas.
  • Identify detailed factual information and implied meanings.
  • Identify paraphrasing, restating of points, examples and transition markers.
  • Identify discourse and conversational markers to follow the organization of discussion or presentation for different situations and audiences.
  • Identify relationships among ideas.
  • Identify bias, and separate opinions from facts.
  • Refer to pre-listening and reference materials, and use context clues to determine meanings of unfamiliar words and phrases.
  • Use a variety of note-taking techniques.

Follow conversations, discussions, reports and interviews.

  • Identify purpose and/or issue, main ideas, key details, relevant words and expressions, and implied meanings.
  • Identify discourse markers signalling contrasting information, opposing views, illustrations/examples.
  • Identify and separate feelings, opinions and facts.
  • Identify situation and relationship/social roles/relative status of speakers.
  • Identify meaning expressed through tone and intonation.
  • Identify signals in speech to collaborate, to hold and relinquish the floor, to attempt to interrupt politely.
  • Refer to pre-listening and reference materials, and use context clues to determine meanings of unfamiliar words and phrases.
  • Use a variety of note-taking techniques.

Listen for discrete items.

  • Listen for specific pronunciation elements (e.g., word/sentence stress, tone, rhythm and intonation).
  • Write from dictation.
  • Transcribe speech.

Use study/note-taking skills.

  • Understand and reduce information to main points or to selected key points relevant to ideas or topics.
  • Use knowledge of complex grammar and syntax to interpret meaning.
  • Understand a range of concrete, abstract and technical language appropriate for the content and purpose.

Speaking

Prepare and deliver formal presentations such as demonstrations, briefings, reports or position papers on familiar or researched topics (each up to 30 minutes in length).

  • Select and narrow topic.
  • Develop purpose and focus.
  • Research topic; integrate source material.
  • Prepare outline, visuals, notecards, handouts.
  • Organize, support, sequence and connect information and ideas.
  • Describe, classify, define, generalize, explain, illustrate, exemplify and/or summarize appropriately according to purpose of presentation.
  • Use appropriate organization and discourse markers to help listeners follow.
  • Assess audience, speaking situation and adjust presentation accordingly.
  • Use effective presentation style: eye contact, body language, vocal delivery, pausing and accurate language use.
  • Manage time effectively.
  • Prepare follow-up discussion questions.

Analyze case studies and/or present a proposal.

  • Define/analyze problems.
  • Evaluate proposed solutions.
  • Brainstorm and present formal solutions/options with required details and rationale.
  • Request agreement/commitment in a sensitive manner.

Participate in panels.

  • Present information.
  • Ask/respond to questions.
  • Lead/participate in discussion.

Participate in debates.

  • Open, maintain and close discussion.
  • Ask/respond to questions.
  • Make timed presentations.
  • Analyze and negotiate issues.
  • Collaborate.
  • Challenge/defend a position.

Give impromptu talks on spontaneous topics and under timed conditions.

Participate in discussions and interviews.

As participant

    • Use a range of polite expressions to show or respond to respect and friendliness.
    • Use expressions and registers appropriate for level of formality, occassion, intent and social situation.
    • Use appropriate assertive communication strategies to deal with distance and indifference.
    • Stay on task.

As leader/chair

    • Develop plan or agenda.
    • Give instructions for group tasks.
    • Assign responsibilities.
    • Ask relevant questions to gather, share, analyze and compare information.
    • Encourage participants.
    • Manage turn-taking and time.
    • Paraphrase/summarize positions and opinions to confirm/clarify meaning.
    • Keep group on task.
    • Mediate conflict.
    • Facilitate consensus.
    • Summarize discussion outcomes.

As interviewer

    • Prepare questions.
    • Explain purpose.
    • Take notes.
    • Synthesize/summarize notes.

In all above tasks, use pronunciation elements appropriately (e.g. sounds, stress and intonation patterns).

Reading and Writing

To prepare for, support, and extend listening and speaking tasks

  • Follow written instructions
  • Recognize purpose/issue, overall key idea,  main ideas, and key details
  • Use context to determine meanings of unfamiliar words and phrases
  • Use reading during speaking tasks
  • Write notes, outlines, interview questions and answers, reports, summaries, and paragraphs
  • Use written materials in speaking tasks (e.g., presentations)

Accuracy

Self-monitor for accuracy:

1. Grammar

  • Review and expand use of:
    • all forms of reported speech (tense changes, embedded questions and instructions).
    • verb tense shifts in mixed tense environments.
    • word order in questions (for questionnaires and interview questions).
    • articles and other determiners, especially for abstract nouns which have both countable and uncountable uses.

2. Vocabulary

  • Use an expanded range of academic and idiomatic vocabulary related to a wide range of specialized academic topics.
  • Identify and correct errors in word choice and word form.

3. Pronunciation

  • Review and expand use of pronunciation elements (problematic sounds, stress and intonation patterns).

4. Register

  • Identify and use a wide range of different styles and registers appropriate for formal and informal academic and professional audiences and situations.

Classroom Skills

Use lecture notes to:

  • complete assignments
  • prepare for quizzes/exams

Take responsibility for the following:

  • attendance and punctuality
  • class work and assignments
  • participation and teamwork

Use common software to communicate and to complete information management tasks such as to word process assignments, send emails, or sign into myDouglas or Blackboard.

Methods of Instruction

The instructor will facilitate, observe and evaluate students’ participation in communicative activities.  Whole and small group instruction will be combined with individual assistance and student-directed learning.  Students will participate in the setting of goals by identifying their communicative and language development needs, and will participate in the selection of learning activities.

Means of Assessment

Student achievement will be assessed using the mastery system in accordance with College policy. Evaluation will be based on CLB and instructor specified criteria. Mastery will be granted to students who achieve an average of 70% on the following portfolio items for both listening and speaking. For final evaluation at the end of term, student portfolios will contain at least six listening tasks and six speaking tasks; some tasks may be a combination of both skills.

Listening – Evaluation will include, but may not be limited to, the following tasks. 

Complete at least three listening and notetaking tasks/projects (each up to 30 minutes in length). These may include listening to and taking notes on a video lecture or documentary, or attending and taking notes on a discussion, seminar, debate, college committee, student meeting, or a community meeting. Assessment criteria may include, but are not limited to, the ability to:

  • Identify main intent/purpose, main ideas, factual details, implied meanings, opinions, biases, emotions and relevant words and expressions in both informal and formal presentations and discussions.
  • Identify discourse indicators signaling contrasting information, opposing views, illustrations/examples.
  • Analyze and evaluate usefulness, appropriateness, relevance and validity of proposed solutions, in relation to the purpose and the audience.
  • Identify paraphrasing, restatement of points, and examples.
  • Identify thematic organization of sub-parts of presentations and lectures (such as patterns for narrating, reporting, describing, arguing a point, expressing results and consequences).

Listen to at least two conversations with two or more speakers on higher level topics such as academic topics or current events. Assessment criteria may include, but are not limited to, the ability to:

  • Identify relationships among ideas.
  • Identify details of the social context and register.
  • Identify stated and unspecified details about social roles and relationships between speakers.
  • Identify signals in speech to collaborate, to hold and relinquish the floor, to attempt to interrupt politely.
  • Recognize preferred and non-preferred responses to personal interactions.

Follow at least one set of complex multistep directions or instructions such as following oral instructions for completing a complicated academic project or registering for a new course. Assessment criteria may include, but are not limited to, the ability to:

  • Integrate a few pieces of detailed information to carry out procedures or follow directions.
  • Follow cohesion links across utterances.
  • Respond with actions to directions and instructions.

Speaking:

Give at least one formal individual presentation (up to 30 minutes). This could include summarizing/analyzing a lecture, describing a concept from the student’s field of study, reporting on research, or analyzing a case study. Assessment criteria may include, but are not limited to, the ability to:

  • Organize, support, sequence and connect information and ideas.
  • Describe, classify, define, generalize, explain, illustrate and summarize academic content.
  • Use appropriate organization and discourse markers to help listeners to follow.
  • Adjust the presentation according to audience need/comprehension.
  • Respond to comments and questions.
  • Demonstrate adequate control, flexibility and range of linguistic forms.

Complete at least two formal group tasks (3-5 members; up to 45 minutes) such as leading and/or participating in a group seminar discussion, panel presentation, or debate. Assessment criteria may include, but are not limited to, the ability to:

  • Ask relevant questions to gather, share, analyze and compare information.
  • Express and qualify opinions, feelings and doubts.
  • Summarize information and ideas to clarify and expand understanding.
  • Support, argue, oppose, accept or reject ideas and opinions, using appropriate assertive communication strategies.
  • Adjust language for clarity and using appropriate non-verbal cues and signals.

Lead at least one formal or informal discussion such as a seminar discussion, panel presentation, debate, classroom content-based discussion or study group. Assessment criteria may include, but are not limited to, the ability to:

  • Open, maintain and close the discussion.
  • Use a variety of strategies to keep the discussion on track and on topic.
  • Ask others to give, confirm and clarify information as needed.

Present at least one formal proposal to address a concern or deal with a problem. Tasks could include discussing a grade with an instructor or arguing against a proposed policy, regulation or law with a college committee, the student union, a community group or a local business. Assessment criteria may include, but are not limited to, the ability to:

  • Present a formal proposal on how to deal with a concern to an individual or a group in authority.
  • Provide persuasive arguments on how the concern should be addressed.
  • Request agreement/commitment in a sensitive manner.
  • Use a range of polite expressions to show or respond to respect and friendliness.
  • Use expressions and registers appropriate for the level of formality, occasions, intents and social situations.
  • Consider boundaries and degrees of distance to interact appropriately.

Give at least one set of complex instructions such as explaining an academic concept or process using visuals including relevant graphs and tables, giving a demonstration or describing the training and experience required for a specific profession. Assessment criteria may include, but are not limited to, the ability to:

  • Give detailed information to carry out instructions.
  • Use accurate language forms and structures to convey a sequence of steps.

Students may also be required to complete quizzes, both skill-based and content-based.

Classroom Skills 

Complete at least one self-assessment of learning strategies, progress, and classroom skills to be discussed with the instructor.

Learning Outcomes

By the end of this course, students will be able to: 

Listening

  1. Understand extensive lectures or presentations (up to 30 minutes) (CLB L 9-IV-ii).
  2. Understand complex, extended discussions between several speakers (up to 30 minutes) (CLB L 9-IV-i).
  3. Understand complex and extended communication intended to influence, persuade or inform significant decisions (such as proposals, suggestions or recommendations for solving problems) (CLB L 9-III-i).
  4. Understand complex multistep directions and detailed instructions for familiar procedures (CLB L 9-II-i).
  5. Understand main intent and some implied meanings in complex communication between speakers with varying roles and relationships (CLB L 9-I-i).

Speaking 

  1. Give presentations (demonstrations, briefings, oral reports or position papers) on familiar or researched topics (up to 30 minutes in length) (CLB S 9-IV-ii).
  2. Ask for, give and discuss detailed information and opinions to coordinate teamwork assignments, one-on-one and in discussions, debates, or panels. Settings may be formal or informal. Topics may be abstract or conceptual (CLB S 9-I-ii / 9 IV-i).
  3. Present formal proposals to address concerns or deal with problems (CLB 9-III-i).
  4. Give complex instructions for some technical and non-technical tasks, procedures and processes (CLB 9-II-i).
  5. Lead a range of personal and academic interactions that involve needs, feelings and attitudes (such as respect and indifference) in informal and formal situations where tone and register have an impact on the outcome (CLB S 9-I-i).
  6. Monitor and apply strategies to an instructor specified level of accuracy in grammar, sentence structure, and word choice, and pronunciation.

Classroom Skills

  1. Access own progress.
  2. Participate effectively in a college classroom.

course prerequisites

ELLA 0850 OR a minimum of CLB 8 in both speaking and listening

A minimum of CLB 7 in both reading and writing is also recommended for this course.

Corequisites

None

curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.