Speaking and Listening for the Non-Native Speaker II (EGL 081 is repeatable up to six hours)
I. Course Prefix/Number: EGL 081
Course Name: Speaking and Listening for the Non-Native Speaker II (EGL 081 is repeatable up to six hours)
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
IV. Learning Objectives
B. To provide opportunity for individuals to give, listen to, and respond to longer, more complex speeches;
C. To provide opportunity for in class listening comprehension sessions with a focus on the academic lecture and discussion;
D. To understand the linguistic and cultural components of English speech interactions and incorporate these components effectively into students' speaking and listening acts;
E. To teach the student to monitor speech and modify sound production and speech patterns for greater clarity and fluency of spoken English;
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
B. Monitoring audience understanding
C. Expressing opinions
D. Responding to disagreement
E. Giving reasons
G. Facilitating discussions
H. Discussing lectures and articles
I. Taking notes on lectures
J. Interrupting politely
K. Predicting lecture/discussion content
L. Recognizing lecture organization
M. Listening for main ideas
N. Listening for details
O. Discussing controversial topics
P. Holding the floor
Q. Describing concepts and ideas
R. Understanding and using field-specific vocabulary
T. Pronunciation, stress, intonation
U. Listening for and using organizational markers
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
B. Students will work in discussion groups on a variety of speaking activities including role playing, facilitating discussions on academic topics, and discussing solutions to hypothetical problems found at school and work.
C. Students will participate in self-initiated speaking and listening activities (interviewing, listening to authentic English conversations, listening to lectures.) outside of class and will report on the activities during class or individual conferences.
D. Students will analyze authentic classroom lectures and discussions and will learn strategies for and become more successful at listening and responding to academic lectures.
E. Students needing intensive pronunciation help will be advised to listen to speech tapes and/or see the dialect modification tutor in the Academic Assistance Center.
F. Students will listen to and be quizzed on tapes, recordings, and films the instructor brings to class.
G. Students will be asked to read the text as well as essays, stories, and news articles on handouts in order to participate in class discussions. New vocabulary (including idioms and slang) will be introduced.
H. Grammar will be covered whenever possible, especially if it is interfering with oral communication.
IX. Instructional Materials
Possible texts are:
A. Speech Communication for International Students, Dade & Wolf: Prentice-Hall-Regents.
B. Advanced Listening Comprehension, Dunkel & Pialorsi: Heinle & Heinle.
C. Effectively Speaking: Strategies for Academic Interaction, Kayfetz & Smith: Heinle and Heinle, 1992
D. Academically Speaking, Kayfetz and Stice: Heinle and Heinle.
X. Methods of Evaluating Student Progress
B. Formal speeches and debates
C. Impromptu speeches, role playing, conversation sessions, and informal debates
D. Quizzes, homework
E. Attendance and Participation
XI. Other Course Information
B. For whatever information/procedures the instructor holds the student accountable.
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.