Unit 13 .

- Academic speaking
13.1. Introduction
 

Different elements interact to produce effective communication thus, when

exposed to evaluation learners need to show control over language features
required in good speaking. Below is a list of the things that speakers need to be
able to do in order to communicate effectively.

1. Phonology - individual sounds, rhythm and intonation, stressed and weak

sounds, features of connected speech.

2. Rules of language - lexical choices, grammar, features of discourse for

coherence and cohesion.

3. Paralinguistic devices - non-verbal tools, body language, volume and noises.

4. Communicative functions - communicative functions of vocabulary and

grammar, functions of intonation and moving stress, features such as repetitions,
re-phrasing, pauses, and noises and their function.

5. Social meaning - formal and informal speech, appropriacy, directedness, rules to

start, maintain, manage, and close conversations, etc.

The list above relies on language features that help measure communicative
competence from the linguistic point of view. Yet, we have to be cautious not to
assume only speech quality is sufficient for academic speaking. We are to add the
academic perspective into the speech analysis to help design focused material for
the students in our course.

Thus, considering the speaking situation can prove very effective in terms of
contextualizing students as to the whole picture in academic speaking training,
once in academics students have a purpose, something they are trying to
accomplish or set in motion.

In contextualizing, the audience and occasion of defending one's thesis play great
influence, however it is actually the purpose which can more successfully
contribute to effectiveness. For most speaking in academic contexts, there are two
general purposes: to inform or to persuade. The line between informing and
persuading is not absolute, and many speeches will do some of both. Nonetheless,
they are useful guides for speakers.
When a speaker seeks to inform, they want the audience to leave the speech
knowing more than they knew beforehand. Speakers may want to explain an idea
or process, share new information, or show how to do something.

When a speaker aims to persuade an audience, they want them to adopt a new
position or belief, to change their minds, or to be moved to action. Persuasion calls
a speaker to advocate one position among others that are possible and be willing
to defend it against challenges.

13.1.1. Preparing your presentation

Graduate and postgraduate students are required to present more frequently and
in more advanced genres of presentations (such as seminars, forums, PhD
confirmation, conference papers, and academic posters) as part of the formal
communication of their research. This being so planning is your number one step;
you must examine what you want to achieve with your presentation, for example,
do you want to inform, persuade, inspire, or convince your audience?

The audience is also another important concern to take into account when
preparing your presentation. Thus, right from the start the presenter should
establish a positive environment, getting the audience's attention and signaling the
beginning. It is appropriate to greet them and to introduce yourself, as well as, to
give the title of your presentation and to introduce your subject.

You may want to give acknowledgements right at the beginning too. In case you
have been sponsored or even encouraged by a particular organization, professor,
collaborator, etc. saying their names and degree of involvement.

A good tip is to get your audience involved by asking direct or rhetorical questions,
for instance. You can also give an anecdote, unusual or surprising facts, or an
illustration from real life could be employed.

Think of the main objectives of your presentation. It is a nice idea to establish two
main objectives: a general and a specific objective. The general objective should
be to inform, to present an overview of a topic, discussing it or explaining its
present situation.

Whereas the specific objective should be focused on what you expect your
audience to understand and what you want them to remember.

Similarly as in writing, speakers need to be familiar with some rules of language

when organizing their talk so that they can:

 Choose the right vocabulary - meanings, connotations, level of formality, type of

register, genre, and collocations;
  Use appropriate grammar structures well to put clauses and sentences together;

 Use features of discourse to give long and short turns of cohesion and coherence.
For example, speakers need to use referencing "This is the problem..." and
connectors, "Thus, ..."

 Make good use of paralinguistic features of communication - gestures and facial

expressions, and even, depending on the culture, eye contact, posture, positioning
of the head, and other body language.

13.1.2. Written and spoken discourse

There are several differences between speaking and writing, for example, writing
includes some medium which enables the recording of the message while
speaking involves only air. There are also other dissimilarities, though. Speaking
presupposes a greater flexibility, the speaker may say whatever suits him at the
moment, and the interaction speaking presupposes also grants it more spontaneity
which may result in mistakes, repetition, sometimes less coherent sentences
where even grunts, stutters or pauses might be meaningful.

According to Ferraro and Palmer speaking is a dynamic transfer of information. To

be an effective speaker, you must exploit the dynamism of oral communication, but
also learn to work within its limitations. While there is a higher level of immediacy
and a lower level of retention in the spoken word, a speaker has more ability to
engage the audience psychologically and to use complex forms of non-verbal
communication.

On the other hand, academic writing and speaking have some similarities, both are
linear, explicit, have a central point and are presented in standard language. And
according to Andy Gillett (1989) "academic spoken style is also similar in many
ways in that it is formal, explicit, hedged, and responsible. However, it is less
complex and objective than written language."

13.1.3. Pronunciation

 
Being able to speak clearly is an important aspect of learning a second
language; it is also a cherished skill in the academics. It allows you to
successfully participate in discussions, to give presentations, as well as to
communicate your academic ideas.

Clear speech is also essential in many careers and sometimes it proves to be

a challenge for native-speakers themselves, once it is affected by individual
factors, especially when people need to cope with possible stressful
situations at work or at school.

Accurate pronunciation will increase your confidence and encourage you to

communicate more freely.

Reflection task 13.1.

Match the 8 features on the left to the ideas they mean on the right. Ten ideas are
given, use them all.

1. Formal

2. Explicit

3. Precision

4. Hedged

5. Responsible

6. Accuracy

7. Complex

8. Objective

1 Formal f) avoiding colloquialism

2. Explicit j) use of connections to correlate to parts
3. Precision d) facts and figures should be given precisely
4 Hedged c) politeness of language
5. Responsible h) offer evidence to your claim
6. Accuracy a) relates to fluency and automaticity
7. Complex b) lexically less dense

i) favors immediate understanding

8. Objective e) having to do with a material object

g) belonging to the thinking subject as well

Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

Reflection task 13.2.

Go to the TED - Ideas worth spreading - web page (www.ted.com) and search for
the most viewed talks. Choose one talk and after watching a video fill out the
speech assessment chart below.

  YES? NO COMMENT

Rules of language?

Did the speaker choose the right vocabulary?  x    The vocabulary is very clear.

Would that fit for academic purposes or was it

 x    The speech is close related to
too informal?
academic purposes.

Did the speaker follow rules of grammatical

 x    All the time
structure?

Did the speaker connect together what he/she  In fact, She mentioned some
said and connect this with what other authors  x   writers such as Shakespeare to
said effectively? connect ideas with

Paralinguistic features

Did the speaker use gestures, expressions  x    

and verbal tools, such as noises,
appropriately?

Did the speaker make use of their body  Yes, She did. She used body
 x  
language to transmit their message? language to communicate

Communicative function

Did the speaker use intonation and stress

 x    
effectively to support their message?

Did the speaker manage volume and tone

 x    
appropriately to support communication?

Did the speaker use pauses, repetition and

noises appropriately to support    x  
communication?

Social meaning

Did the speaker greet the audience?    x  

 Less formal speech. Sometimes

Did the speaker observe strict formality or was
it a less formal speech?
   x She said jokes to catch public
attention. 

Did the speaker use examples or offer

substantial reference to support his main  x    
claim?

Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

13.1.4. Using visual prompts

 
  Graphs
 Charts
 Maps
 Photos
 Drawings images
 Models
 Video/film
 Objects
 Transparencies/slides
 Power Point" slides
 Video projection/projector
 Handouts

Reflection task 13.2. - B. discussion

1. On the TED video you've watched did the speaker use any visual prompt?
Which one(s)? Please, describe the resource(s).

1-Yes, she used video beam, videos and body language.

2. Did the speaker use linking words, such as: and then, next, finally, etc? Which
other linking words did you hear on the talk? Can you think of more?

2- Yes, she used linking words and connectors.

Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

13.1.5. Organization

Reflection task 13.3.

Analyze the prompts below and match them with their best use: introduction,
body or conclusion. The first one was done for you as an example:

1. Tell your audience the purpose of your 7. Explain how the topic will be
presentation in one or two clear sentences. developed.

2. Introducing major point (s). Introduction 8. Leaving the audience with a strong
'take-home message'.

3. Evaluating the importance of the

9. Stating the main points again.
information.
 
Body 10. Humor (used very carefully).
4. Formulating some conclusions and/or
recommendations.
11. Developing the major point(s).

12. Explaining links in ideas and to

5. A hook relating the topic to the general
Conclusion keep reminding them of the direction
idea.
  of the talk.

6. A provocative question. 13. Invite for questions.

- Introduction: 1, 2, 6, 7

- Body: 3, 5, 9, 10, 11, 12

- Conclusion: 4, 8, 13

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13.1.6. Intelligibility, communicability and self-confidence

TEXT: important aspects in curriculum and course design - adapted from

Mclaren, N. & Madrid, D. (2004): "The Foreign Language Curriculum", in
Madrid, D. & Mclaren, N. (eds.): TEFL in Primary Education. Granada.

English language teaching (ELT) is in the midst of another significant shift

paradigm. Mostly due to more recent educational and pedagogical contributions to
the Communicative Language Teaching (CLT).

Starting in the mid 1980's some began to question many aspects of CLT, some
even started doubting its validity as an efficient methodology, claiming it leads to
early fossilization, while others assert that the problem with CLT is the
considerable reluctance of most teachers to give up traditional techniques in order
to really engage in the communicative methodology.

Despite all that CLT has left a legacy to teaching methodologies and continues to
be of great influence principally towards syllabus and curriculum design stating the
importance of aspects as communicative competence, meaning negotiation, and
learner-centeredness.

On the other hand teachers nowadays are more free to start questioning and
rethinking their choices as to curricula and courses they will bring to their
classrooms.

This text aims at introducing some basic concepts involved in curriculum and
course design.

Curriculum is the name given to any educational programme which states: a) the
objectives of the programme, its educational purpose; b) the means used to
achieve these ends, that is: the content, teaching procedures and learning
experiences which are necessary to achieve this purpose, c) the means used to
assess whether or not the educational ends have been achieved.

Syllabus is a more restricted concept and usually refers to a description of the

contents of a course of instruction and the order in which they are to be taught.

The FL curriculum is thus concerned with the planning, implementation,

management, administration and evaluation of the foreign language programme,
whereas the FL syllabus has a narrower scope and focuses on the selection and
grading (if any) of contents.

Several factors should be considered when designing an EFL curriculum/course

according to Stern (1983: pp. 276-280):

1. Linguistic factors.

2. Social and cultural factors.

3. Historical setting and the national political situation.

4. Geographical aspects.

5. Economic and technological development.

6. Educational framework in the region/autonomous community.

The Common European Framework

The Common European Framework for Languages (CEF) (2001) describes what
learners have to learn and the skills they have to develop to communicate
effectively. It adopts an action-oriented approach, as it considers users and
learners of a language primarily as social agents. Language use and language
learning is described as follows:

"Language use, embracing language learning, comprises the actions performed by

persons who as individuals and as social agents develop a range of competences,
both general and in particular communicative language competences. They draw
on the competences at their disposal in various contexts under various conditions
and under various constraints to engage in language activities involving language
processes to produce and/or receive texts in relation to themes in specific
domains, activating those strategies which seem most appropriate for carrying out
the tasks to be accomplished. The monitoring of these actions by the participants
leads to the reinforcement or modification of their competences". (2001: p. 9).

The Spanish Context

The Spanish Curricular Design is based on a set of principles that have been
adopted by the Spanish Autonomous Communities. Some of these are the
following (Madrid and McLaren 1995: pp. 18-20):

a) Language as communication

Language is conceived as a dynamic phenomenon, not simply as a system of

forms structures and words, but basically as a system of communicative acts and
situations.

Consequently, learning a foreign language implies not only the manipulation of

linguistic structures and the knowledge of vocabulary and phonetic features, it
involves learning how to communicate in the language effectively, correctly and
appropriately.

The new plurilingual European context demands this communicative approach.

b) Communicative competence

The concept of proficiency underlying the general goals that we have stated is the
development of the student's communicative competence defined as a set of
subcompetences (see Canale 1983):

a) linguistic or grammatical competence,

b) sociolinguistic or pragmatic competence,

c) sociocultural competence,
d) discourse competence,

e) strategic competence,

c) The role of the L1

The mother language is not considered an obstacle to learning the foreign

language that causes interference but a useful resource at the learner's disposal
that aids learning:

The L1 is a resource of knowledge which learners will use both consciously and
subconsciously to help them sift the L2 data in the input and to perform as best as
they can in the L2. (Ellis 1986: p. 40)

d) The importance of contextualization and discourse

Traditionally, the FL elements were frequently presented in isolation, with little or

no social context, in separate sentences which did not form a complete discourse.
Present day curricular activities tend to present the language contextualized, in
more realistic and natural situations. So the paradigm of structuralism is
abandoned in favour of the pragmatic and discourse paradigm which focuses on
language use as the result of acts of communication. A special emphasis is placed
on speech acts, linking devices, text structure, social contexts and communicative
situations.

e) The learner-centred curriculum

The students are considered the centre of the teaching and learning processes.

Consequently, the communicative situations proposed must satisfy their needs and
interests and should be related to their personal experiences. Thus, connections
are established between what is taught and the linguistic and sociolinguistic
knowledge that the students already possess. This interconnection is believed to
favour the integration of the new elements in the student's cognitive network and
produce meaningful learning.

f) Constructivism and autonomous learning

The previous goals also assume that students build up their own competence quite
autonomously and independently, not necessarily following the stages and steps
established by the FL syllabus. In this long process, it is vital to promote learning
strategies that help the students to learn how to learn, learn autonomously, control
and become responsible for their own learning.

g) Concepts, procedures and attitudes

Traditionally, FL curricular goals were set up around linguistic principles and
concepts that were taught for the students to learn and apply. At present, and in
consonance with the Common European Framework, FL goals are oriented
towards the development not only of concepts, principles and facts (declarative
knowledge), but also of procedures, techniques, actions and strategies that favour
the FL learning process (procedural knowledge). In addition, constant emphasis is
placed on the development of attitudes and values designed to regulate the
learning processes (existential competence, "savoir être"), to promote collaborative
work and to create a favourable attitude towards the FL and its culture.

Reflection task 13.4.

Read the text above on Curriculum and Course Design then, reduce it from its
original contents (1060 words) to a summary of approximately 600 words. Write it
using as much of the original text as possible, as well as the tips mentioned in
section 1 of this course keep its academic style.

On the other hand teachers nowadays are more free to start questioning and rethinking their choices
as to curricula and courses they will bring to their classrooms. Curriculum is the name given to any
educational programme which states: a) the objectives of the programme, its educational purpose;
b) the means used to achieve these ends, that is: the content, teaching procedures and learning
experiences which are necessary to achieve this purpose, c) the means used to assess whether or not
the educational ends have been achieved. Syllabus is a more restricted concept and usually refers to
a description of the contents of a course of instruction and the order in which they are to be taught.
The Common European Framework for Languages (CEF) (2001) describes what learners have to
learn and the skills they have to develop to communicate effectively The Spanish Context The
Spanish Curricular Design is based on a set of principles that have been adopted by the Spanish
Autonomous Communities Language as communication Language is conceived as a dynamic
phenomenon, not simply as a system of forms structures and words, but basically as a system of
communicative acts and situations. Communicative competencThe concept of proficiency
underlying the general goals that we have stated is the development of the student's communicative
competence defined as a set of subcompetences The role of the L1The mother language is not
considered an obstacle to learning the foreign language that causes interference The importance of
contextualization and discourse Traditionally, the FL elements were frequently presented in
isolation, with little or no social context, in separate sentences which did not form a complete
discourse. The learner-centred curriculum The students are considered the centre of the teaching
and learning processes. The FL curriculum is thus concerned with the planning, implementation,
management, administration and evaluation of the foreign language programme, whereas the FL
syllabus has a narrower scope and focuses on the selection and grading (if any) of contents.
Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

Reflection task 13.5.

1. Match the concepts on the left with their definitions on the right:

The ability to communicate effectively is a competence that may draw on an

1. INTELLIGIBILITY individual's knowledge of the language, practical skills and attitudes towards
those with whom he or she is addressing to. (3 )

The percentage of speech units understood correctly by a listener in a

2. SELF-
communications system; customarily used for regular messages where the
CONFIDENCE
context aids the listener, in distinction to articulation. (1 )

Relates to self-assuredness in one's personal judgment, ability, power, etc.,

3. sometimes manifested excessively. [1] Being confident in yourself is
COMMUNICABILITY infectious if you present yourself well, others will want to follow in your foot
steps towards success. (2 )

2. When it comes to academic speeches given in a foreign or second language

which of the criteria above is the most important to a presentation? Rank them
from 1 - 3 according to their importance. Explain your choice.

A. Intelligibility 1: It is the most important aspect if we want that

listeners understood correctly.

B. Communicability 2: It is the ability to communicate effectively. So

it is quite important that people understand the whole paper or
document.

C. Self- confidence 3: It is important, but it is most the most

important.
Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

Reflection task 13.6.

Using your summary above about Curriculum and Course Design, complete the
sentences below using your own words.

Good afternoon ladies and gentlemen, let me ____________________________

I have chosen to speak about this because____________________________

I will be glad to ____________________________

Now let's think of the first aspect which is ____________________________

Now that we've seen this let's turn to the second ________________________

What I try to bring out is ____________________________

Another way of saying the same thing is ____________________________

What is important to remember is ____________________________

Here I'd like to quote ____________________________

What I've tried to show so far ____________________________

In conclusion I would like to say ____________________________

Good afternoon ladies and gentlemen, let me introduce the main topic
I have chosen to speak about this because we can help others.
I will be glad to talk about this
Now let's think of the first aspect which is encourage students to participate in
English classes
Now that we've seen this let's turn to the second aspect: Strategies for working
inside the classroom. 
What I try to bring out is useful strategies to implement in the classroom.
Another way of saying the same thing is: implementing useful tools for improving
the target language.
What is important to remember is help students to acquire the foreign language
Here I'd like to quote Gardners theory of multiple intelligence.
What I've tried to show so far different ways of improving the target language.
In conclusion I would like to say that our responsibility as teachers is to encourage
students to improve the target language.

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Reflection task 13.7. - Informing or persuading?

1. When a speaker aims to inform he/she ____________________________.

a) wants the audience to leave the presentation knowing more than

beforehand.

b) is trying to establish his point of view through solid, backed evidence.

2. When informing an audience speakers may _________________________.

a) want to explain an idea or process, share new information, or show how to

do something.

b) have to focus on the occasion rather than the audience, which may call for more
formality.

3. When a speaker aims to persuade, he/she __________________________.

a) needs to mention key points proving their argument.

b) wants them to adopt a new position or belief.

4. Persuasion calls a speaker to _________________________________

a) use strong attention grabbers.

b) advocate one position among others that are possible and be ready to
defend it.

Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

 
Reflection task 13.8.

1. Read the text below:

A PSA is a short message aimed at informing people about important aspects of

daily life in a community, as for example, health, safety, education, traffic,
citizenship, etc. They have a very strong characteristic of informing people calling
for an action.

Broadcast media as well as public or university stations are required to serve in the
public interest, thus a PSA is usually an inexpensive way to start a campaign and
get a message out to the public in the United States. They can be done very simply
with a single actor reading or performing a message, or they can be elaborate,
slickly-produced messages with music, dramatic story-lines, and sound or visual
effects.

Another important feature of a PSA is that due to its informative nature it is

essential that they are short and captivating in a way they have the audience
thinking about their message and, most importantly buy their idea.

From: (online) 1st of November, 2013 on:

http://www.adcouncil.org/Our-Work/Current-Work/Education/Digital-Literacy

Example of a PSA

Today, the Internet is a prerequisite to complete homework, search for and apply
for a job, connect with family and friends and access government programs. Low-
income and minority Americans disproportionately find themselves on the wrong
side of the digital divide and excluded from the $8 trillion digital economy and all of
its benefits. More than 80% of FORTUNE 500 companies post their job openings
online only and require online applications. Fifty percent of today's jobs require
technology skills, and this percentage is expected to grow to 77% in the next
decade.

The Everyone On campaign aims to help the 62 million Americans who do not
have the digital literacy skills they need to succeed and help them understand the
relevance the Internet has in their lives. Whether it's finding a job, helping their
children complete homework for school or accessing e-commerce, electronic
medical records and connecting with distant family, it is vital that we encourage
every American to take advantage of the tools they need to succeed.

By calling 1-855-EVRY1ON or visiting www.everyoneon.org, users have access to

a zip code search tool to find free computer and Internet training classes in their
area.

2. Preparing a PSA - Public Service Announcement on an Educational topic.

Before you start writing your PSA you must consider your goals and what you want
to accomplish releasing it and then, target your audience and have in mind that a
30 seconds PSA must have an average of 60-75 words. Then:

1. Choose your focal points.

2. Brainstorm.

3. Check your facts.

4. Identify an attention grabber.

3. Prepare an audio record of your PSA - you can use the Debut Video Capture
(you will have to download the software to your computer first on
http://www.nchsoftware.com/software/recording.html). You may also use another
recording software if you prefer.

4. Listen to your PSA and reflect on it from the communicability, intelligibility and
your self-confidence aspects. You may want to use the chart below to help you on
your analysis.

LEVEL DESCRIPTION IMPACT ON COMMUNICATION

Speech is basically unintelligible; only

1 Accent makes communication impossible.
occasional word or phrase can be recognized.

Speech is largely unintelligible; requires great Accent causes severe interference with
2
listener effort. oral communication.

Communicative threshold A

Speech is reasonably intelligible, but Accent causes frequent interference

3 significant listener effort is required because through combined mispronunciation and
speaker's pronunciation or grammatical errors. global impact effects.

Speech is largely intelligible; although on-

Accent causes interference primarily via
4 native accent manifests, listeners can
distraction.
understand if they concentrate.

Communicative threshold B

5 Speech is fully intelligible; occasional non- Accent causes little interference, speech
native accent variances do not seriously is fully functional; effective
 distract the listener. communication.

Speech is near native-like; only minimal

6 Accent is virtually inexistent.
features of divergence of non-native sound.

Table 13.1. Speech assessment.

Source: adapted from Morley, J. 1994 "A Multidimensional Curriculum Design for Speech-
Pronunciation Instruction," in Joan Morley (ed.) Pronunciation pedagogy and Theory: New Views,
New Directions (pp. 64 - 91). Copyright 1994 by Teachers of English to Speakers of Other
Languages, Inc.

Read the comments about this task in the virtual campus. The comments are
posted in the section "Evaluation".

13.2. Review
 

This section summarises the knowledge acquired during this unit:

- In the introduction you have found out how to structure your presentation, as it
also deals with the main differences between spoken and written language. And
besides some insights about pronunciation you'll have the opportunity to watch an
interesting talk.

- Intelligibility, communicability and self-confidence has approached the

academic topic which is Curriculum and Course Design. It is also an invitation into
some speaking criteria found in the academics. There you'll have to deal with
authentic language and begin organizing your thoughts on which language to use
and how to devise the main topics in your oral presentation.

- Communication has prompted some practical academic language as well as it

will briefly contrast the informative versus the persuasive styles. Besides, task 8
proposed a thorough analysis of your oral production.

13.3. Check your knowledge

 

Enter the virtual campus and access the Reflection exercises section. There you
will find the tasks you have seen during this unit. You have to complete all of them
and, when you finish them, the system will provide you the feedback. If you need
more information, consult the file "Assessment", right under the section
Assessment of the unit.

Remember that, apart from reading the contents and completing the Reflection
exercises, you have to complete the activities and the exam or the final task. The
teacher had provided the information about them in the Group forum.

Bibliography
 

[1] Bailey, K. et Nunan, D. (2005): "Practical English Language Teaching: Speaking". New
York, MacGraw-Hill.

[2] Balester, V. (2010): "The Perfect Defense". (online) 1st of November, 2013 on:
http://www.youtube.com

[3] Brown, H. (2000): "Principles of Language Learning and Teaching". New York.
Addison Wesley Longman.

[4] Caixal, E. (2011): "Designing an Online Course in English for Academic

Purposes. Unpublished Masters Dissertation", Universidad de Jaen.

[5] Celce-Murcia, M. and J. Goodwin. (1991): "Teaching Pronunciation" in Celce-

Murcia, M. (ed.) Teaching English as a Second or Foreign Language. Boston:
Heinle & Heinle Publishers.

[6] Ferraro, V. & Palmer, Kathryn (2005). "Speaking and Arguing: The Rhetoric of
Peace and War". South Hadley, MA.

[7] Gillet, A. (1999): "Using English for Academic Purposes - A guide for students
in higher education". Last updated on November 2013 on:
http://www.uefap.com/index.htm

[8] Hayton, T. (2005): "Students Presentations". Published on Teaching English,

British Council, BBC. 1st of November, 2013 on: http://www.teachingenglish.org.uk

[9] Kaye, P. (2008). "Evaluating Speaking". Published on Teaching English, British

Council, BBC on February 2008, on:
https://www.teachingenglish.org.uk/article/evaluating-speaking

[10] LeBeau Jr., S. (2007): "English for Academic Public Speaking". Unpublished
Masters Dissertation. Indiana University.
[11] McLaren, N. et Madrid, D. (2004): "Important aspects in Curriculum and
Course Design - The Foreign Language Curriculum", en Madrid, D. y McLaren, N.
(eds.): TEFL in Primary Education. Granada.

[12] Morley, J., (1991): "The Pronunciation Component in Teaching English to

Speakers of Other Languages". TESOL Quarterly, Vol. 25, No 3, 481 - 513.

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