Cynthia Olivares Daniela Melipilln F. WHAT IS SPEAKING? Productive skill
Interactive process
Speaking situations Interactive Partially Interactive Non-interactive Stages of acquisition Pre-Production Early Production Speech- Emergence Intermediate Fluency Advanced Fluency Difficulties Clustering Redundancy Reduced Forms Performance variables Colloquial language Rate of Delivery Stress, Rhythm, intonation Interaction How should acquisition be done Meaning
Interest
New language How should acquisition be done
Understanding
Stress- free
In-class speaking task Six possible task categories:
Depending on learners needs Principles for teaching speaking skills 1- Focus on both fluency and accuracy.
2- Provide intrinsically motivating techniques.
3- Encourage the use of authentic language in meaningful contexts.
4- Provide appropriate feedback and correction. 5- Capitalize on the natural link between speaking and listening.
6- Give students opportunities to initiate oral communication.
7- Encourage the development of speaking strategies. Teaching Conversation Indirect approach Direct approach
It implies that one does not actually teach conversation, but rather that students acquire conversational competence, peripherally, by engaging in meaningful tasks. It involves planning a conversation program around the specific microskills, strategies, and processes that are involved in fluent conversation.
Conversation - Indirect (strategy consciousness-raising Conversation - Direct (gambits) Conversation-Transactional (ordering from a catalog) Meaningful oral grammar practice (modal auxiliary would) Individual Practice: Oral dialogue journals Other interactive techniques Example of activity Find someone who Excuse me Do you like sushi? Do you work and study? Do you sing/ dance/ act/ perform any extracurricular activity? etc...
Teaching Pronunciation What are the factors within learners that affect pronunciation, and how can you deal with each of them?
Motivation & concern for good pronunciatio n Identity and language ego Innate phonetic ability Native Language Age Exposure Variables When and how should I correct the speech errors of learners in my classroom? The role of feedback affective feedback cognitive feedback When and how to treat errors. Local errors: are errors that affect single elements in a sentence. For example: errors in the use of inflections or grammatical factors.
-There is a french widow in every bedroom. -There is a french window in every bedroom Global errors: are errors that affect overall sentence organization.There are likely to have a market effect on comprehension. For example: wrong word order
- I entered to house red and see cat black walk me in front. -I came into the red house and I saw a black cat walking in front of me. Evaluating and Scoring Speaking tasks - Pronunciation - Fluency - Vocabulary - Grammar - Discourse features (cohesion, sociolinguistic appropriateness, etc.) - Task (accomplishing the objective of the task) DRILLS are to language teaching what the pitching machine is to baseball. - Asking for clarification (what?) - Asking someone to repeat something (huh? Excuse me? ) - Using fillers (uh, I mean, well) in order to gain time to process - Using conversation maintenance cues (uh-huh, right, yeah, okay, hm) - Using paraphrases for structures one cant produce - Using formulaic expressions (at the survival stage) (how much does___ cost? How do you get to the____? - Using mime and nonverbal expressions to convey meaning.
Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL. Listening and Speaking. New york: Routledge.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. New york: Longman REFERENCES