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Teaching Speaking

Teaching Speaking

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Published by RDRI
Analysis of Communicative Activity (ESL/EFL)
Analysis of Communicative Activity (ESL/EFL)

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Published by: RDRI on Nov 30, 2010
Copyright:Attribution Non-commercial


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LCB Teachers Training College Rodrigo RoucoTaller Didáctico p. la Enseñanza de Inglés en N. Medio _______________________________________________________________________  _ 
Teaching Speaking
a) To what extent does the activity encourage or oblige participation from all of thestudents? b) What examples can you find of conversational adjustments as students try to negotiatemeaning, for example, asking for and giving clarification, repetition, further explanationthrough paraphrasing?c) What examples can you find of students correcting each other?d) How would you comment on the general level of accuracy in the students’ language?e) If the activity had a focus on some area of grammar or use of vocabulary, to whatextent did this appear in the students’ language?a) The activity demanded participation from all the students in the class. As they weredivided in A (landlords) and B (tenants), they would all have something to say (either ask or give information). It seems that there was not much freedom as to what information toadd because the tenants’ questions were already given and the landlords already had theinformation to provide (‘… a sample dialogue to follow and different questions toask…‘). Neither of the groups could at least invent 1 or 2 questions of their own. But asthey all moved around, mingled and spoke to different people (a realistic element for thesituation, as you do ask of different landlords when you look for a flat), everyone’s participation was ensured. b) Not many conversational adjustments can be spotted in this video. Yet I wonder towhat extent the activity, as it is designed, lends itself for these adjustments. If the tenantshave been given the questions on a card, they just have to read them from there. In thesame way, the landlords just read the information presented in their cards. Because of this, I think there was not much room for sts to be misunderstood or to fail at conveyingthe information, as long as they could follow the cards.c) No examples of students correcting each other can be heard.d) In general, sts seem to have produced quite accurate language. The grammar andvocabulary of their utterances appears to be that of upper-intermediate learners. As for the pronunciation, here is where most of the inaccuracies can be heard. However minimal,they do not seem to impede communication. Nevertheless, bear in mind that the questionsto ask and all the lexis were provided, so learners worked with tightly controlledlanguage. Most of their output was not original, but fed by the cards. That may be thereason why not many mistakes in grammar and lexis were heard.e) The main focus was on practising the functional language of finding a flat, so grammar and vocabulary were determined by this situation. This involved questions to ask for information (location, cost, size, facilities, etc). The vocabulary focus was that of flats

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