8 Comets C. Reber ‘enough, As evermore Americans and Chinese come nto dity contact an Chins ecomes an increasingly important player onthe imeratonal stage itis ‘sen tht move Americans etn Chines othe tly advanced level where ‘hey willbe able tows the language ently fra ull range of functions. “To ascomplish his, it will be neces for student o pend substan moun of dime ina Cinese-speakingenvlronment, A has ben pointed cut in the precoding pages however, ping to Chia fora prod of tie by itelf not enoggh, ‘The most efficient way to aain high-level proficiency i by atending well organized, igor lnguage-uning program, ke many ‘of thoae dace in this chapter fllomed bya lengthy period of t-county residence, where one i in else, dally contact with nave speakers i both Formal apd inforalsetings. Of course ach ofthe programs cscussed here rion set an eae, To ee ec ropa flit possible iis to be haped that admiitaor apd teachers wil ake the eee ‘iscussed here in careful consideration, as they work to develop snd improve ining progres? ‘Eze (Sa he A, ay En ie GURY a ‘Ging TC Tou Ewen 90D Crest Rg CC, WWhd mysle com © Developing professional-level oral proficiency: ‘The Shekhtman Method of Communicative Teaching Boris Shethiman and Betty Lou Leaver With Natalia Lord, Ekaterina Kuznetsova and Elena Ovicharenko The method proposed thichapter.he Shekteman Methodof Communicative ‘Teaching (SMCT), shares the strengths and advantage of contemporary cons ‘munis approaches: dileenation between anguge usage and nagae ‘se goal oriented teaching that focuses on poficeney ctcome, sults language ue inthe clsscom, athe ask, and 0 forth However, dali ‘most communicative methods, the SMCT tesches Language (We lauisie ‘ysiem) onthe bass of Camication (the abe ofthe linguic and pa linguistic systems in writen and spoken aerator, incorporating sopece at baah aring 2d aeqiston. Ths SMCT consist of two puns. Tho fist pat involves esing com ‘muniative tactics to improve the steategic output speaking Many isrctny Inutiely teach sote of these tain a part of thee som bowery o nt do 5 a part ofa “system.” Pater, aliough his approach apres ‘Communicatn, it docs no teach Language on the bss of Communication ‘The second part of te SMCT is based on wing communicative tis ‘ pincineof teaching speaking an ening. Accomplishment ofthe lates equi the conversion of these tacts into a sysem a teaching sulle, ‘sed not on Rees of Language but on Rules of Commutentio, Speaking tactics for improving communication strategy ‘The term speaking tactics refers the devises incling, but at limited to, CCommutcation Management Devices (CMDs) tht allow tats tornage, and where nesesary o weil, take contol ofa speech eve In tenet ‘Re smo sowie these of on Cane er eins of be MCT i hemes ae caprolSa b e e * Ghee ee mai Sd a, erty se ‘Sc a pe pom aly neeterween amv pele nda om-amive spn: he nave spear Sit pet dn sci in el ne apis tak of he es of seth ert pester ay thy eee ing omen sn snes ing and genring serch sony Soup he manplatn of ign Isami and wer Taher node omer etn then ate paar Comrcatn edo Lngegs oma ncurses forth roa ear what yt ow oa ict nd ely pr oc ihe Moe ‘Sunes an perhaps even) th cot he overatin dees torent storie spake es w exes ata tae tis able to expen lin angtge a senon hs ameicaly “onto are he mv seer Te teching of pag taco sr Stross ston nd ait neon oe bln espns {trcommorcaen tence nec emt speaks ose Sto a nt av spar, Specing cx nee (1) soe expo Dusen ang qaetonsweominoemveratin: erence ‘ots koown:3) seo: (aceasta) enbeisen and (Seompcion Thesis oft ees satel sensing tral eon quit api (Shia 190). Ananer expansion “hist is sed when native see esa ost I response. te dm pes the mon ven anor pb. The qn make by ate Spear san eonsidered oe tsa for omen Sha single Sverre meetin Senne hey ey quel fr omen tow it inception making Bath fier and me pr fee Suter Moreover whon the ave seer becomes the “interop” Tce ly inne ng loo fren, sone Tis flows tute alten a pacing th ne pene in colo oni othe Conenion, Ths positon of cnr uneonfotablefor the salve sealer tou bere fk tte comeminicave pre ele: tre eet end unmraThe vps es ate rier est iow enough langage or onal coraneatin; fener In ir et Sst eect ty her companion, tn pres want © cscps reo helen peat, Therefore her th commana Stop oritienate seater tnow nate langue of he ten tr than ie won rahe org language ever oe ave nga cite set Th mprtance of ira foraSuprilevel sient xpi sly rot ty te ft tht bebe swale pradace an expanded ant bat utr navn of te mceanty 9 cou psa of cmmeniston escopng profession ee ol piecy m1 depending onthe station andthe typeof commanicaor else is ein with (oasive communicator, conversation "hog" wl balanced communicate), Use ofiands ‘When a naive speaker tls, the language flows eal, without any apparent. ont on the peek’ pat ts na atl fs etal For native speak specch i a nutaral as walking they do ot need to pry terton 0 how te waking atcomplished; they jst walk, Speaking fo & foreign language aut liferen: ike swimming. When foreiguers Speak they do ot walk thy swim. Foreigners have been thrown from their native habitat. lund is for humans, nto an unui languge eavironmeat. asi were lange body of water They know very well tha if they stop swimming they will dows inmediatly Unforunaey, downing occ quite fequety. Ac fatigue ses i alter» log prod of swing, rime lose thet scr ‘and efieney and sometimes wast their ening eet touch pani In the case of foreign language speakers, the tension that resus ater tne ina ‘onstrl language envionment esses an increase in rosa deteae fn sped andconfdencs inthe speakers language, Communication are teachers encourage “swimmers” (sens) to look fr smal lads upon which fey 2m rest during a conversation in order to gather strength beore continuing Suchan sland forthe foreign speaker can be asl bt very well memorized ‘eh rictcd, or frequently sed monologue. Te mote such monclogus tne speaker knows. the more such isl” are avalale when he nod aes the sir iti for infer to speatswim, In extence, vena native spear as rmumber of sch islands. These ae the speeches in which the speaker sounds moe effective and aiculte than usual These se sores that nthe rest ‘of mich repetition, are more polished an impressive, These ae fms for ‘xpresing etn poston or conceptions abou which the peaer heheh ‘tnd spoken often. Tes are the speaker spec, lectures, “opening tne tnd remnant fom eae ining. Te we of sch islands els the ative speaker to expres hinvhersef mote precisely and eloquent Ist con be ‘helpful trative speakers, what can we conlade bout foreign speakers? For the feign speaker, an islnds salvation: enhances te ow of conversation, Mord a desirable teak an atracts the attention ofthe native speahe The cuidence ofa ferigner i peaking can disly depend upon he mame of ‘sland else has in hier commun, Islands have commanicatve valve not only because they provide the spesher wi the ability to shi quickly into fst and Conde speech, ut lo becace they suply 2 varity of grammatical patterns fr sccesfl application fo Aiferen contexts and stations. For example, one psticlr sland coma sentence such as “tera plays import oe soley" ths semenceProvides the foreigner both with an example of base grammatcal rule and tithe model that an be wed ina iff statin, such as “music play an Fnportant role my amis” The os sill use of sentence pattem orcs thon itis wed not sr condt for specie content, but a 9 emplate for use jn situations that equre similar communication. For example, speaker can recycle the mode, "Tis one of my favorite books as “Pai is one o my Favorite ces" wing known lesion and pallet sroctres. There is dest lation between the degre of eotl speaker hae of an sland and his ter ability and inliraion fo use There he difference between hing & ‘poorly prepared island and nosand tal, nly a fully autommed snd that it Produced efx can eae the foreigner pas the pressure ofthe communicative change with naive speaker When alle fil eins le, New Yrk Tensor Ran stead rege vst Bamber si ad OF Mee” (Cine 20,53), ‘Such islands, in Clne'sopiion, provide students wit a sense of sl ‘confidence and power in communication. Thelin todents ef and developislonds, teachers redo ty tense that the sacl fe smal, Shor, specifi, modular” islands have ben found tobe ese for the siden to squire and can be combined lesb wih one ther as necessary. Isands are choren on topics for which students have Practice! application is ifiout fra tude to internalize and repeatedly the someting for which he or he can envision no ned. Students paciale Imconstrcting sands. The topics and language of islands rust reflect he Student's syle and personality oasis dhe teat in mastering te ian Teacherstin stent in aad Ye thoogh qcatons and ase repetition, ‘eteling,substtuionandsingingothata vant of stimu tigger the sania the speaer's memory Teachers lad opportunities for suns to repeat ach inland as many tines as possible in onder to enhance the process of storage of information int loog term and pennant memory, which eques, mong ster means ofinperepeion aera perio ine and ina variety ofcomets, inorder to nprovetansferbiity one cootexs The ability testes land ‘ust become rete fr te speaker “The SMCT Famewerk suggest wo dishnt categories of stands The fis eas wih aa individual’ personal background and information, while the ‘cond provides information on es personal pics. Usually he second group fsa is more pofesonlly oriented, * ee eat eee Syriac taste pttrnent eT i ee Devcon pofesionaee ol polsey m ‘With Superior oe dents teachers aceon te capabiliy of ach tent to produce the island in any topic independently quickly, and coc. After the staent produces the ilnd th teacher bp the siden oa it ingiti- cally an slisticaly more appropiate. The student should se tht working st the land improves hsher communication dramatically and prepares iver psychologically and ingusically to deal with all possible questions in com ‘munication Shean 1950), ing questions wo continue conversation Avot way tat sodens can mnge dco conde an expanded tarver en withaqueson ote erocua Ths pots ‘somo inereon with ene sees pes For nor ‘fate an hp he few ccoeesen ven tr eerinseeo aie Sor, nd pemin tens to site quest tae pests tha hey ‘lat mer for init ean ort chng be pe fe eoeraton ‘then hy do elo wting wih Soper vel dents eacher ae fac on how ity Caner) sen can kth queso tis oak le of gueions exisg ine tp! nung ncn he nos soba oer and ti sil se of ueatoing ha sito prin For ‘isteach ot eset sade ve god commande the exe ‘nucm of merogsve mel of eat anggs Adherence tthe kn ren in communicative clssoom, there i often a teadeney on he pat of stadeats to ansinte mentally fom one language to apother This tendency ceases when stant try o communicate in word and Frms that they know Inter rative language ut Tor whichhey do not know the equivalent words and oom inthe foreign language. Use of the too, Adhwreace othe Koo, means ‘hater than ranalaing grammatical srctres of heir nativelangange nt ‘he freign language word for word, students ae encourage ous the dels ofthe target language. ‘Understanding the fmctioning of thi tol requires understanding the diye mis of having aces o two languages. Tere s& very interesting elation ‘ip between these two languages, determined by the extent ofthe foreigners Inowledge ofthe second language If the frigner knows th second language a well shee Knows the fst there may be no interdependency between the wo lngunges, andthe choice of one language or another i sitationaly termined. AL lower levels of profcleny,nowere, the elaionship between these two languages can become complicted. In thi cae, the forsigner atelie encounters deficiencies n speaking the second language lies onthe frst language fe lp. The ire langage begin to dominate in this relation ship Decne the foreigner constantly speak the foreign language under the inoence ofthe Bsn user desire to speak the second language as wel as elie doce the fit, the fori speaker resto wansfer the pammar sue tures ofthe fist anguage it the second one, which quite kely has absolutely fieene morhology and syoiax. As atest, the foreigner spech sounds ‘viol non-native, (At lower levels of proficiency, Tongs he native ‘peakerundertands the non-native speaker, his aibute i not necessarily & “ling” However, at professional eels of profeny, iti, ndeed «lng nd can often probit te non-native speaker from ting bis or her goal In ‘dering he communication athe Best place) Alleviation of his problem depends on understanding the nature ofthe gram ‘mar madel being ese by any given siden Grammar model consist of hee ‘ypes (0 patterns hetasndct knows atemaially endare coment aret Jangusge:() pera hat ae antomatic ba ot caret and (3) non automatic putes “The fst model is mot frequen ase by students because they do not experience any ical wit his seo grammar patterns, Automatica and- ‘comet patter allow siden fo oid the proses of tapsation and speak ‘orety fury and early. Such puters asc in effet, ways of wing ‘rammand vocabulary appropiate and even fein s personalized manne: fo this end, they have evolved from dedaraive knowledge to procedural nowlede These models generally elect acquiston use Rrashen's(1985) ‘exloology, Fauci © wse McLaughlin's (1987). The second mode sued willy and frequent by students. However, student ave acqledfacly grammar paterss and, therefore, speak wih Imisakes, although thse speech elt i ont. The grammar mistakes rly ierere with communication and ver tine become fossilized (Higgs and (Ctr (1982), Fowsizaton isc used npente deal late bischaptr, a8 well at by Ban, this vue) > Weert cs fon ee a cone ode ‘ne Lop sd prt peony md ‘Shurtleff SEs a a ry ie se cn nn ci lo tay ang io kn rey Sls aber tee ‘on tu rd ol We in gs ‘oc hexane en eran exci ange Das {ison etn eo cnt si, ey wpe mate eee {stot sincere rp er heaps eek csot SEE e/a angen noon canes pecan ees ees SFC 8 Developing rfeon evel a cen es ‘he thicd model contin grammar pers tha stent might know either Possivly (he can recognize and understand the mods in en orl cr writen Speech) or even actively, brit tke some tne and eff toute theta ‘hat inevitably inerres wih communiction, Tis del genesly rests ‘eaming, tw Kren (198) te, oF ae Fo and lke that have not pet been “boun” Tere, 1986). ‘Aerencet the Known means thatthe processofconmanicaton stants ‘xcencouraged owe only models ape angunge ht are ther etomatic snd correc or automatic ad income. In working with students, the, caer Inve two contraiciory assignments: (1) to develop students complete con ence inthe use of automate meds whe preventing he seo pon-toeati ‘odes and (2) to encourage a stunt make nor-utamatc Tole ‘ai, thereby reducing the name of model tht are non-atomate for any fiver aden, ‘Aaerence to the Known in the native lng is expecillyinportan for Saperiorleve stens Feting secure nate ngage thy tend oy 0 ‘express themselves into et inghage int sophisti ad cabo 2 aya in ther native lnguage thereby increasing the lempeain ots tice rom he fist language, Tiss because stages ar emping enter {ato Communication without incorporating Language, Fo foreign speakers "ply iventorying and selecting om the linguist forms available them tocxpes a pei thought eo intention, is perhaps the mot portant lace for sucesfal speaking Sinpifcation Using simplified models means tht when presented with thought oriea tha indica toexpres, students express i simply a posible nd immediatly. Wie his sounds easy, very few students door even can ne hit atei ftv. Most ned oe taught the ate a sven the epporuy to pect sing ‘There are several easons why simplifications neded a tate. Sometines when we ar talking about the need to dicur or resolve an pot element ina companions questions, we have to ad special tool For example, what Af the foreigner needs to expes something df, tut important, sed his Jnngunge ils nc suiciet forte tsk? What should else doin tice? nef seit "de te ae, ii cers gh compen a ‘Srinagar Wc am SS iran ot ard aed bound eer a my‘What i the fosigner must ans to the Histene «valuable thought, which utd understood precisely? What orf tolscan lps person tcony 8 ‘Sscaia hough ina foeign language, without the spa vocabulary anor, rama needed odo So? “The mechanit of simplifying that SMCT wes consis of thee levels of substation: 1) subsituion ofa sophisticated ar technieal word fr the mos simple emy tous, and general word (6g. ge instead of endow or diperse (2)substtton simple sentence acre for compound or complex sentence stricture (eg. am going 10 the thecer tonight following dinner with ol Friends wham Thave how for many years ca be replaced wih: Tonight Tam {going ont dinner I am going wth frends I have known the for @ long ime. Air ainer we wl 010 he theater; and (3) sobattation of complet ‘grammatical srctres with elementary grammatical suctues(¢ 8, The cor ‘nar driven ia very careless manner by angry driver canbesome The angry thiver dove the car carlesty. ‘Superelevelstéests typically know several ways 0 expres he same thought (ie, grammatical andor syste synonymy). As a ule they use the ‘mos ificul mode! that conesponds othe nave language evel ofcomplex: fi. I stadent doesnot ow this complex model automaticaly, bls can ‘etrd and even nthe commnicaton, So, wile working with he Superior level student the main goa sw sytomaize the synoaymy resources of & nde to dently he degre of arate of synonymy models scion, to encourage the use af the most automatic models, to make less automate ‘models more atom Acceptonc of isa Acceptace of mistkes meas never having Lo comet oneself inthe proces of ‘commutation. Hamat speaker comtines the conversation nd oss not ak the student repeat what he she hss it means ta he mistake as ak impededcommunication. In thiscaseselF-coneconinterups communication rater than Belg nso doing ts ery important diferente beeen commanictive and non-commanicaive mites, A communicative mistake isan eror of word choice, rams or yet tht prevents the ister fom sndertanding wha the spear intend to convey. A rami, syatcial,o excl mistake that doesnot interfere with what he speaker intends to convey snot a come nieative mistake, Tn the SMCT Framewotk, teachers explain to students tha in ¢teal-fe ‘commonicaton (or a Tearing activity imitating the rea-ife commaieaion) ‘they should caret only communisive mistakes and not wary abou no ‘communicative ones ~ something that usualy happens inthe atv language since mative speakers also misses from ime tims. This fas on Moeney oes not come a te expense of accuracy, bt it does give det the oppor ‘any to ak fely without worrying about mistakes ‘A secondary diac purpose for doing so tent the Ungusic modes tha belong tthe level of automate ba incorrect models and to the level of ‘mnastoatic and incomect modes, informing cris desig foray given student oF group of stders. Teter, exercises where a student “Bop hier mistakes are fllowed by exercises that aw aimed at comeing the misakes and transforming th model nt sn stomatal correct pe. At the ‘me time, the SMCT Framework teaches student to cont thle mistakes inthe process of commusication Fr example the student is ld at be wll, anvere on particular topic and be allowed to make no more than thee mises. After the sent has made tes mistakes, he ose i stopped. The nists are comeced and paced This typeof activity Frcs the stadt to be concious of grammar while speaking Tit i particularly nected by students who ae fan bt sloppy I also needed by stants th oslized ‘mses. The numberof mista allowed in hs exercive can, ofcourse. vary. “Among the students who have eached the Superior evel are to groupe for whom the clear understanding and kif eof this ules espe ing: ‘ant Tn the fst groop are the students who hate to make mistakes al 10 be corrected, To avid mistakes they use oly the models hat they know aston tealy and ced. This makes theiesposch very clean bt prevents them om improving an eriching ther language, often Keeping them rom stemping to achive the Distinguished feel of proficiency. The second group of tb ents, forthe most pa pays eal no atenton mines beetve thy know tat they communtate Mey in any station. I ot freed to conceals ‘nth itkes, tee peach remain nacre andi some ese, Because of fosized eres they may appear ore ike Advanced level unt than Superir-evel ones. In any event thine of gremuntical accuse prevents the fom reaching nea-natve eels of profleey, 0 mater how extensive thirculural andlexicl knowledge or disoure or scioliagusiccompetence. Enbelishnent, ‘The embellishment CMD helps students to wld natal discourse markers We thir conversations, Tee are many phrases that comprise this type of ‘CMD. These include phate functions, sich a exclamatons and repetitions {Oh “Righon!."“You betl"“Ui-ha" "es, ye""No ny" ste pose fillers (Wel "Lass You iow), parent lements nny pinion." “OF course" "Without a doube,"*On the onehand an th other an” “Tidy”, parcatbeticl sentences (When went Parr-Twastllincollge then Thal knew any French), toil questions (“Bu who elly aresshout dha), guidance questions (I forgot ~ What did you ask me), and Synonymous apposion ("The boss, my supervisor, whois very stit— igi nd stem confronted me, or ore precisely approached ead-on wd sai ‘well, actually hissed likes sake to me") "Theembelishent rules teachcestadentsto expand convertion though providing addins formation, such asthe use of adverbial modifier of time, place, or manne ("Yesterday “Later on" "Nearby" “Fa, fara” “Perfety" "Loutly") or though emotional commentry wsing idioma expressions and cultural slang Sup joshin’ ey" “What's going down’ Get off my back” "Get with". By employing these devices, the ferigner can decorate his o er comers in, making itor ively sd atral. Moreover, hs ool ara the native speaker othe foreigner, inenstying the mv speak’ felng tat he for ‘Signer knows the anguage very wel, nd nfm inresing the foreigners ‘desire for communiation, Comeration i ao longer textookish Bat gute an "nou experience, embellishment is an unusual too because its very easy ‘teach asic all of elements in jas a short ine, ba ti very Aiea ‘ocourage sues to ws i Since speech in frlgn language 8 eifiealt ‘nd the most important goal forthe foreign spake is 0 ake care ofthe tain eas ofthe dacoure,atention to minor element, ruc st dicourse ‘markers, addtional infomation, an emotional commentary, secondary. ‘ler words, the foreigner at must concetate onthe min components of ‘each seatece, ue tha onthe miso ingredients his esas in "extbook” Tangwage and is ofen seen atthe Superior level, where spsch is fluent and sly accurate bu far om natural The SMCT Framework ais students © ‘te this oo automaticly ‘Superior students often ready kno ther atively or reepively many of the pres they ned wee hectic of embelisment. They, however a at ‘ccusomed fo wing this atic, and, therefore, classroom exercises can bath ‘alp them andesand this tol and et them accustomed io using Once they ‘ae comforable with the tool, acquiring addtional embellishing phraseology ‘snot dificult Complication ‘Complication, the opposite of sinplicaton, rogues sophisticated grammer ptms and is wed in profesional spcch events soch as briefings, oa pre= ‘vtations, el poston papers, ress annoancerens, andthe ks. These ae ‘spoil Kinds of monoogi discourse that we impor paticltly(ebd vst {lly exclusively) fr stents at Superior levels of instruction. They may, for ‘example, include delivering « monslogue relecig the views ofa paricular Developing profnioal vel rl profes 9 social group: the govemment of «country, the leaders of a organization, ‘Boupof workers, andthe ke. In any orl presentation, the spake lk wit ‘ut ieropio fr lng periods of tine. This makes the bing tn uns mode of iteration, especially Yor a non-native speaker, ince the auince ‘canot reac ohiver mistakes, even i she does make some, This paces ‘peat del of extra pressure onthe non-native speaker, who mast ensue tat her languge is cea ad fie of ene, since hier uidenee fs not one ‘enon buta whole group of people, often jouealiss or important officials ‘The tsk is somewhat implied by tho fot tat ne can and should prepare a being in vance, This rely solves the problem of making the language ‘ere, however, A briefing, therefore, i 8 mode of interaction ts should ‘eatemred only by those witharather sophisticated command of the foreign language. ‘Another sgifcnt feature of the briefing isda is comple in cootent and therefore, 38a, tis also comple in form. Briefings Usually sdeess Complicate issues and are ete prepare in conutation with a rp of el ages or varius information sources tht in tm may themselves be quite ‘complied inform. Fa tase reasons, from the pst of view of Forms _rammar and vocabulary, he being ithe most complex mode of interac, fine it frequen calls othe vosabulary an sata of writen language in de arity of sys and eplete wit jargon Fortis reson iti mocessaty forthe non-native speaker tear ouse comple lingua mods a brings ‘en fe ors snot yet ready to use them ther types of communication, ‘A briefing is mos elective when i offers clear, lpia exposition of bjs. a position, or x concept Tis roquies tht the non-nave speaker ‘Sequel atonal command of discourse conesponding othe nature of theo presentation, Finally it isimportse forthe person delivesing bring to prepare hieself ‘oc bereft answer quesens afterwards, Oniyapeson who sextemey well spared on the subject mate oa being wl be able to ane with ee the Eins of questions thatare oft asked following the egy monclope porion fabri since they ar often unpredictable nd maybe quite compen, This Pesan erm dificult challenge forthe person wishingtodelverabicing Ina foreign ngage. To prepare one fr thin tio bce essential Bo tough series of speci organized practice session fs in which oe it ‘ale owe the ete arsenal of cial devices to eld complex, unexpected andeven provocative question lterby answering iemor avoiding answering them, all without reveling ary lingite weak spots, Since ral presentations belong to oe ofthe mos sophisticated types fom ‘mnication and ded the highest evel of language command, the speaker ‘ann confine himself or henelf to simplified ways of expesingthughs snd tudes. In fc, the concent of «bing is fen ater profound, andthe120 mais Shethonn student mas wea arg sume of complex models in thistype of communica tion, some of which eo he may never usin conversations communication (The same station iste of course for native speaks. Formal ange, by efniton, contains features no presen in informal langugs) then flows ‘that n oa presctatons the tudeat ste o use on-atomate models, ‘This is allowabl because a reignite ther types of comnnicaton, ‘monologue prepared abead of ine Unlike in ther types of communication, in oral presentations the student not oly may use the eollagua form of cours, ut ca ead well This allows the student to demonsuate rough the menologe ll of hit language schevemente Forappropiedscouse usage, the den develops the ability o understand and use tex oxpanizers specie to the type of oral presentation beng mae, Text organizers sructre the oder in which information is presented i he course ofthe student's preseataion snd include expressions sch as: "Inthe begining of my presentation I would lke to..." and "In cnchion | would like to underine..." The use of this rule hat wo purpose: (1) to eat x ‘resentational scr that clea forthe audicace and that wil faite the Perception of a complex content, and (2) lo make the language level of the ‘resentation more closely approxi tha ofthe tative speak, Ona presentations generally ate the domain of Sapein and Distinguished level speakers oly I at no every perion is capable of giving being lect without assistance in ts preparation even nhs or her native langue This in a kil hats generally earveSeparly and to make serous oral presentation always requires serous prepanton. The tactic of complication 's the mot important device for teaching Soperioreveletudens not usin preparing thm 0 make a specific presentation. The higher te level of as ents proficieocy, te more tactic senitve teacher uses this device ‘Speaking tactics for teaching foreign languages ‘The transformation ofthe ates described above into ws of teaching Eide lines means (1) that lesson planing and syllabas design ae haved on these lactic (2) ta unique exerles we developed comesponing tet ats, wit the teaching process consitngexclesiely of he aplication ofthese cx cise; (3) tha al selections of gram mats, wocatulay, nd reference ‘matcrials are determined bythe ature ofthe exercise; (atl activites ‘cmceatrate on he development of high CL, the sutoratiyof Language ‘sed on Communication. Due wo space iations thi chapter cannot preset sll fowr ofthese components in fll eal However, ever examples Of etch se given below Developing poesnel vel tl pofieny wo Lesson panning ‘The tts deserted shove arethe basis fo pining proces. Anexample o's lesson plan given in Table 6.1 demonstrates how te set of txts pedetermines all aspets of techn atvies during scar, (Te lesson pla includes te ‘speaking ates portion ofthe cls only) The lft colune ls speaking tactics. Reale communication exercises and asks for receptive and prodecive vcabuliny acquisition (he Bota tro ons) provide opportunites to practice the speaking tate in agente The ‘middle column contains a general desrption ofthe learning ativiies ad exercises tht will be use by the teacher o maser the speaking fates In te right column, te washer indicates the “tatu” i, how well the stent theady uses the speaking tcc. On the revere side of the tessen plan, the teacher writes down the spect expressions practiced by the students ell 2 comments on studem progres and dficles. The implementation of the SMCT Frameworkis most succesfl when insite not only acquainted with the rues of communication and believes in them, but when his or et leson plans ae based on the Sample exercises ‘The SMCT Framework contains more than hit exercise type or ch atc, Represeninive exercises are described low: Answer expansion ‘These eerises teach students to develop each component ofthe sntese into nother fl sentence. For example the insiracor wes he following encase ‘onthe boar: The economy of Rusia experiencing great difcules Te i ‘sructr shows students that thy ean expand thee elments of this sentence — ‘ssonomy, Rosin. and dfeutes and also points ot tht here sacha ee tion involved: each element ofthe resaltnt sentences canbe farther expands rety much ad infu, (I the student does no fel comfortable doing this or capable of doing it the instructor demonstrates by expanding the sentence inhi or he own way Birt) Use oftstands thes kinds of execs, the instictor and tadent ogee cesta hat wil be nese forthe steer specie communicative task. These txts. ‘must correspon tothe stadea” cuter proficiency level and grammar and ‘ocabulary reserves tha hey ean easily repeat them, Foresample the set tsks the insinctr his orhe opinion ofthe US president. The isttr gives ‘answer of fou-five sentences, which wil Become anil. The sede122 ers Sethian et evlopig profesne-ee rl rots i Tables ls then ake the same question and mist repeat the nln Un this ase, the = opinion self ~ and whether or ati apres with the stds opinion — Satur Inconsequeatl. The ott is to develop the dacutse fr expressing opinions Speaking tactics | Classroom activities | sont nota Later, by analogy and the application of cer tactic, sodeats expen Delt a lease Wav al ‘oem opinions eualy and accortely a ng uetions eer In using this dec, instrctrs develop student oak questions a= ee ‘ott itor tng dcp tat th cent fs oe he Se boing expend ae ot th mn pn, Rae ep of eee low tums ruin ne develop qn dsr. Ay eet cont fad «gestion | Wert Pci System ; ‘very quickly through formalization and interualization, For exumple, the lan- ama ram {bie nrc mates seen, flowed by an meropatewer oie — [emetic anne ‘pecan pm as wets Lvarnon ach Taupe an oo Lith stent eps “For ht pure ihe Cann ee a soma iter goo London oe Much 27 Oe ngage nce ye be Iharenewe |i te She wl be aig a eg sb sone top bt ae ey st pe be teow aaa ‘eet mat ke pesos nmetinl ads quiy tbe x |e Aaderence 1 the Known, simtenion ——_|syhepty ‘The cbjecw oft grup ofxrciesito tach seston only stomatic alae ga Accepting mites Remarc ves tems For example the nsractorhelpthe student by modeling he ten ‘oun linge puters. The stident Bepin speaking crs tee and pauses 9 ‘search fra word or slows dow hs spech indeting hat ei srgeling sce {nd seine tts sa ebay Te increas the je words “you want to say that..."" and then uses an appropriate model that the a caer aoe Stade own (Fis, tino tht irate hh Embelishment el ‘models the student has masered.)* Thyoughout ths exercise, the instructor = Sensis wt etc dora ht este al ot [exmeonn best tine Tae wen tency heey ug amar end ig eumetcwie eae {Bena seach or soma th ol eon coal, Inthe even tht oor aching os nt vasa’ of his ara ng te exerci forth two inatacos weary ete convention ops er emesis [uni ‘ich vo sade eet th eomerton fe dig thy do epee Comeraton word fr woud bt wee sae epson ie te are eee Tw gsi th mal of ngge nd gramaricrbary thy peso poses proece mY [tomes A secondary purpose of this set of exercises is to teach students to recognize sty beige oan, nd chore to rans, ana ean expressions,134 Bois ShtAman ta “able 62 Doveleping profesional vel a risey bs You sewing he wht wey [20s me wit we my imei | [Fenon | Complete entoce | Simple renience nr he Usted Suan vr |e Utd Sam ne ore ee [Re roa eet Tew ey te | Jancoey fester |e Ft lneasarance |" tie ave or eon (Or bot Simplcasion ‘Often when Superior evel students encounter dificult in expressing con- ‘xpualy profound, highly technical, or grammatically complicated ide, the ‘implientonexeries they have pratced help them to resolve ve dificult ‘Communicative expericaceshowstha stents Withotthis tactic end to create ‘commanicativeention, There we anamber of exercises that canbe used ep Stats void thistenson through simplifeatin. Ones to present the students ‘vdha very complcsied sentence and ak hem o simply For example, te ‘red sentence in Table 6:2 show how this acti can be used in varie of Stanton the Bist sentence being the mae complex grammiical and the tecond being one of eral ways in which the sentence ean be simples Enbellishnent Embellishment exeteises help the students language come alive aking on ‘sonal colocation that i usually seen atthe highest proficiency levels A ‘pial example is when the instroctor rk he student include insoduciory ‘wor na paagrpt oto tim a simple sentence nto compound senence ‘Sometines a competition canbe eld snong dens ose which stdeat can make a given selene or et the most cloquen Complication ‘Complication exerces help sents as thes proficiency 10a higher level, ‘eich their speech with more sophisticated pats, and, fr this reason an ‘be considered the moat portant tactic fr Soperor-level dens. The} are based on th guage instrvctr’s analy of bd speech and consequent inrodotion of seach improvements, which sudets hen automate "This kid of excise ea for developing student skin preparing ps pers and oral presentons on professional topes. An example of complication yempeneanrwe-recywthing. Te ft | made aking npreninomeFar te ee rst ye P| |S rf wo es ye ferent ne aor forest {Ts oe ashe cen op port cies te On| lm mony ee tne reaps yee ag pero snd Cnn pea tenement a |p ad psig he same gue Sine wih rtd aural] [tt ne sex iti nes eer fae || ah use era = sth on lan ‘shown in Figure 6.1 (This isan atl example of Superior. evel Rusisn Speaker who was in the process of quiring Enlsh ta higher level) Moteriate Mater forthe Soperioe eve stden ar highly individualized and based on the results final diagnosis. The SMT uses diagnostic instrament that Menies fie clement ‘The fist element identified by the diggnostc instrument the numberof models that ae automatic and cores, automatic tut not comet. and mot Auioratic, Te number and kind of models ae identified on x stent cr (Noe: simple grammar, i, that normally found in trains textoks ~ ‘onjupstions, declension, and th ike ~ isnot tested ut, ater in the program, ‘tte sudeot makes repeated mistakes on some simple grammar pots, those seals entered onthe card) “The second element determina isthe stents atc ermamen: how for example, he can proce an expanded answer oe wha lands he fas (ah or canotspetk without reparation on specific peoessonl topics, sch at duaton or work requirments, using st and aniciptd phasslogy). This Willshow wha aces ned toe aught and wha do not. ‘The hid element of dageonis i to define the vocabulary ceserve of the student. This done though the testing of representative lel tens from ‘sis topical domais. “The our elemeatsto determine wheter or notte aden possesses theo- eal owe of argst-anguage rar as ella rari erminologyin alo. nation, pei igus questions are posed This important for knowing how to prepare mater for that stant "The ith element Kens listening ski. For his the stden is presented witha umber of test. "As renat thre fctoraredefied: what he stdeat ow,whatthe stent oes nat pow well and what the student docs not kao atl. Based 0 hs Information, a program canbe designed snd goa st for a specied course ‘duration and subsequently adjusted othe specie acts needed and exercises Included alg the ines those described above ‘On the bai ofthe diagnosis, stants recive opis of in-house prepared imate: execs, teacher prepared tex. Student also use aubentc teas from newspapers and magazine. In addon, each student cee 25 of caso pes. These tapes ince texts prepared exclsively for the nivid= ‘al stent. Clas activites ar recorded on them ap wel, creating a petsena, Tanguagelearing record for each stent Support mates include actives from textbooks tat rec partcaaringuistic ems from te sues peo. tam, and, of cour, sens have aces to dictionaries apd ther ference ‘aerials Many excellent, appropriate and cutent materia ae also obtined ‘fom the Internet. “The experience with SMCT at the Specialized Language Tiinng Center (SLTC) has esenalyischaded only two students. However, Superioe eve, ‘tudens tthe Foreign Service Intitate wer taught 2 group. useg an early ‘version of hit meth this typeof las, tis ry impatant hat tents be athe same level. Since the Superior lve of language proficiency represents 4 wide band of hls ingroup steion enperative eaming and small-group (Gyadic or tate) nsructonofen improves istrutonal effectiveness. Development of high CF Far Superior eve stents, development of high Communist Focus ean, npr making tc sutomaicresponsesclosr othe automaic responses ofthe tative speaker tha form of commnicaton that can lp the sant express hie or er ids witout effort and sess (MeL ugh 1987). To develop igh CF succesfully requires incesing the level of automatic response of students, Fortis ease, te SMT provides many exercise and oppotiniis focmaipe repetition ‘One eerie, called the “Washing Machine” is used for development of suiomatization and er eradication, In this exercise, he nstucior converses tit the saden and comecs te student's mites, He also jte down tone ‘istakze When be has called a group ofthe he asks the stent 10 wash ts mistakes.” The student mast be able o produce the core espoase auto ‘matically, When he able do so, the mistake is crossed of the ist. When he Coninies to have problems, the phase goes nto the wash or second cycle Developing rofon oe ol poe ‘7 ‘ad if noeded thie o fourth oth. The dens linen must be clean at the end ofthis work If ts net, the instructor has overloaded the washer eis {eter to hve the student cores tre or four mistakes completly, than ten i ‘completely. Typical iasuuctr mistakes when condtng tis excite alude ‘overloading the washing machine anderoading i nt plting te wa for the needed uber of cls, verwashing. an throwing in auy that nds to be pretreated ist tis upto the instructor wo make the washing cyte an effective one by sing inthe right amount of detergent. The detergent hep thei be lite ff without a mach reed for fiction onthe part ofthe ma chine. Notall yces ned o be onthe sturdy cto sting some require he delicate wash. Therefore, mistakes that requite te diate wash eel should be included thelist Too mach esvy duty washing of mistakes makes the stadt emerge from the mistake washer fll of psychological wrinkles, "Among othe important activites tht are accomplished with Superiorlevel stodents is the pring ofeach todent with an Ger prne or completion of assigned tasks. These are primarily individel activites. Grop activites ‘nce leering to igs, talking fo them onthe phone, jinn them for inners, and wet othe or spect infermaton, This giver students he aru for multiple repetition in a elie environment, elpng wo sai Suomtic-comect espomtes, Implementation ofthe SMCT Framework ‘Tre SMCTFrameworkisuse nt purest an most compete frmatthe SLTC, private languageschoolfeundedby Shekbuman a 1987. Among the ster of SLTC a eorespondets ofthe major ews organizations, business executive, overnment oficial scholars, and other iidals whose work rere he Ability to commana fn Resin, Moet SLTC sues have specie conten bused work lad language learing nests. Their entrance proficiency level may vary from 010 4- Is those who enol at Lave 3 proseney (Superioe level with clear need o recite Distinguished evel, near-naielevelsof proficiency, dt we present here. At SLTC, students work with mive speaker teaches eklsively 'SLTC programs or student are ease centered. Advanced and Superior level studentsare encouraged patipats in the design and development tages ‘trough structured ineriw following te plcement tat. Teachers ae into consideration student’ aring sje, which they determine trough an of tional questionnaire and abseraion; eaming ses and their impleations ae Uscsted withthe stadeots Lene centered intetion ls includes working it ach student determi iso her areas ofilerest which then comprise the sobject mater core ofeach eure, and, a etl sommes extensively renrlng slab ofan immediote profesional need of« student Teacher make stdens aware of the Shekhenan Method of Commoniative Teaching138 Bort Sheth (SMCT, described sve thats sed t the SLTC, adits underying prcipes. sand concep, wit the goal of making them bet mers "Al programs a the SLTC, including and especially courses for Superio- eye sens, are aug via SMCT. Suients ae placed in accordance with ‘SLTC-esined proficiency test based onthe ILR OPI. Steet als lout ‘Stade Self-Apprasil For, Aninterview or qustinnaize dete the sia ‘x pofessional sustion and contexts in which he side wil communica in usin. "The SMCT Framework hs also been usd in theron. Many ofthe Principles that underie te SMCT were rst developed andtestedal the Foreign ‘Service nate (FSI by Sbekman ard Lordin tbe Russian Advanced Course, ‘4G:month program or Soper levelstudents that aimodtobving these stdens tothe Distinguished level Results “Teatng generally not requiedof stents who attend the SLTC. However, within these limited confess posible wo coe that infra testing, 1S measured on the FSI proliceney scale, has reveled beteran average progress when compared to generally exposed rates of progress fr time in dy as researched and proposed by PI fom the 1950s to the 1970s and revised ery recently (For discussion ofthese rates of progres, see Leaver ‘Chapin (19991) ‘Stadent inthe Rusian Advanced Cours athe FS 1984-1989) were for mally ested, Al teats who entered withthe rogue proieney (Level 37 ‘Superior and ook the ful course di reach the rg proficiency (Level 4/ Distinguished, and one student reached & Level, 28 tested by the LR ‘PL (Note an analysis of he demographics ofthe stden body showed that, the vast majority of those eaolled in he course bad either apent ine in the Soviet Union poke ance Slave language, or were marred speaker of 1 Slavic language ~ trend hat seems felevnt all Superior Ave language ‘coures) ‘Stade reaction tothe SMCT Framework, both tthe FS] an atthe STC, as boon overwhelmingly postive. Student opiion a the SLTC has been systematic called though student evaluation forms Journalist students hve also poli their opinions in various magazines and newspaper. (Representative student comment arin the Append.) Discusion [Although SMCT ls used a al vee ofnstrction fom begins to isin. ‘vised level, stdents tthe Superior level display some unique chanctersics, to which the method i sensive. Axx minima, thee inl rece (nd ‘pected goal-rentation and profesional itt, ‘Superior evel students, fo example, sully know what they Want rom the teacher For example a student might nit tht bor she dos na ceo work ‘onconversational skills in general butonthe ability to dscusapariclar ops, ‘ch disrmament er envionment cards, The SMCT i good method ‘of choice in each eases becaue the materials ad topics uted by the nethod an easly and filly corespondt the specie topical nd fancticeal needs of pica student ‘Superorlevel students alo tend to aco deeper and narower Language developers. With Bepnning stents, vocabulary, grammar, and topical ate faction i gene bond and super. Ths eles the needs of Peining students to develop overtime abroad base in Langusge and Communication Superior level sents, however, ake poses this boule and nee “etelop deper Language and Commniition, abet within narrower ~ and ‘uually highly professional (Le, work-related) ~ parameters. Here, 10, the ‘enbliy and stent focus of the SMCT enable eacbers to meet hese Kinds lspci nd indvidutized student next Tnecestigly, another phevomenod has bee notice with Superior Aves eos who ae taught va the SMC. These tents are offen capable of self stration Once they understand the nate ofthe teching pudelines, they ‘ten take over the aplication ofthese guidelines other a learn. Ths, they begin create their own islands of ond ways 0 pactice new expres. soo (oye automated) at any opportunity. Sperior-level tants ae ls ‘very good a expressing thir ideas through he linguistic modes that they hve lead internalize, 'SMCT instuctors often tech the students how owe language instructors snd ntve informant In estence he teaching gues ae add frst eo use in being oer teachers, who ae ot aii withSMET, io begin tose its principles in meeting thee earning ens Conetsion ‘The SMCT dies fom other comemnicative methods in that ths ereted ‘mechanism for consecing language acquisition wil communication rate ‘es. By subordinatng foreign language insructon to Rekes of Communication father than lngistc rales, while simulans inno way diminishing the Iinporance of Language isl, tbe SMCT maxinize student no a ak, ‘senealallowing hem o each higher level of proficiency in communication ‘mar rapa than epialyanciated. As such, the SMCT presents 3 novel and soecessfuly tested option fr language teachers at any level ~ and espe ‘ally atthe Superior level where 0 few mols for eaching exist — that may140 Bort Shettman et presage « movement avy rom searing the concepts of language use and [inguage usage and tard teaching Language on the bass of Communication “To underand the “Shtonan Metbodog you hve to st se dna ies thowtieamingsforeig ngugeMorcometona frig angus aching bit fond fp, ei no ese ad as {lercosuming oy. eto Rosinn reeltin in ngogeaprsch, Stedman dace ho systema ranma aes eplcng ii isos, ‘Syuem bad on "aks lennon” Sela er f comma” ‘Coden tot arclsonshibewernaforeigc whois earings new ngage, Siete viene of atin py ey Ie'ach relatomhip Sheth wets to close the pp, el he png Sl 0 tha commen an for mere sri. (Conesfonen, Newtek ad eet ‘Whe Hone Atsant Natal ecerty Adis) “The seg and science of your matodolgy a niguly ang and plan et the wary ei, Harr ttt fr nteraonl Developme) ve sed mers lnguges each, Span and German) at hs was by {art met efcive language icing tat have eer onder. Pome Depa ‘Asian Serey Defensor Rania tod rsa, US Dearne Deft) longs} let up obs spl in he vice f the Ings, (Columnist The NewYork Tne) Tee ation fo gamma! mois nd eso ommeniaon was ior The ropa, howe was ume ndevloig commuesive ls sa preparing me [irtse rwal ge and he f verano. I any aking rors. ‘echr Gos at te aio, ATSLTC these oes he aking. (Coresponde, Tw York Timer 7 The LangNet “Reading to the Four” Project: Applied technology at higher levels of language learning Catherine W. Ingold Wile maimed tangaageteaning opportunites, including those that ae Inernetosed, have proliferated in recent yeas, litle oF noting of a i stvetonal ature has been avalabe forthe highly advanced (SD) language leaner. The “Reading to the Fur” (Ré) Project, curently being developed! forthe LangNet website of the National Foreign Language Center (NFLC),is intended to begin ling hs void. ‘The LangNet lnidative ‘The LangNet ntatve (Brecht and Walon, 1983) ie a complex, many faceted eff that shares expenise and leasing resources inorder (o enhance and democratize acces to effective Ianguage-aningopporunies. The poet, ‘scused in hs chapter i seminal component i htt adress earning needs tha ar underserved in slot every sting —thoweof the mot advanced Ieumers of languages etal othe national interest ofthe USA, for whom preexisting leaning resoures are scrce and often af poor qui Progressive development andelaemtion thoughout the 190s ef Brecht and ‘Wialon’s proposed LangNet modeled tall pojetin four Les Comment “Taught Languages(LCTLs) and development offs verion of web atabase* At tht ine, NFLC, incollabration with more than dozen nation foreign language teacher associations began 1 ail estegories of learners Ineach of the languages whove ness were underserved intl focusing on the scademic sector, Eitoril Boards, appoint by the associations, locked ‘emer hans Win end ar Fer i nc wiht Res [dso nee alae em: aes posh ee ples fo Slovsctn Sn Leng Oe " Sane papa Let's Cine em may espe xy | Spear ‘Sern oon ath Sed Langs fas nda he US Depa of ‘Sate an fe inp ef Po Sc Baan Fre Fm, Na sion reams canon ee Rtn sy Eamon oe,