Transcript Ch. 17 Teaching Speaking

Ch. 19 Teaching Speaking
Teaching by Principles
by H. D. Brown
Oral Communication Skills in
Pedagogical Research
1. Conversational discourse
-The demonstration of an ability to
accomplish pragmatic goals
-Teaching conversation are extremely
diverse, depending on the student,
teacher, & overall context of the class.
2. Teaching Pronunciation
Oral Communication Skills in
Pedagogical Research
3. Accuracy & fluency
-How shall we prioritize the two clearly
important speaker goals of accuracy &
fluency?
-Message oriented/ Language oriented
4. Affective factors
Anxiety, language ego = “you are what
you speak!”
Oral Communication Skills in
Pedagogical Research
5. The interaction effect
interlocutor effect
6. Questions about intelligibility
7. The growth of spoken copora-corpus
linguistics
8. Genres of spoken language
Types of Spoken Language
Interpersonal(interactional) dialogue:
familiarity with context, interlocutors, and
purposes of communication occurs in
relationships.
Transactional dialogue: to inform, explain,
transmit particular sets of knowledge with
specific goals.
What Makes Listening Difficult?
1. Clustering
2.
3.
4.
5.
6.
7.
8.
Redundancy
Reduced forms
Performance variables: “thinking time” “fillers”
Colloquial language
Rate of delivery
Stress, rhythm, and intonation
Interaction
Microskills of Oral Communication
The importance of focusing on both the
forms of language & the functions of
language
Micro-/macroskills of oral communication:
See Table 19.1
Types of Classroom Speaking
Performance
1. Imitative
-Drills offer an opportunity to listen & to
orally repeat certain strings of language
that may pose some linguistic difficultyphonological or grammatical
See 329 for successful drills
2. Intensive
3. Responsive
Types of Classroom Speaking
Performance
4. Transactional (dialogue)
5. Interpersonal (dialogue)
 A casual register, Colloquial language,
Emotionally charged language, Slang,
Ellipsis, Sarcasm, A covert “agenda”
6. Extensive (monologue)
Principles for Designing Speaking
Techniques
1. Use techniques that cover the spectrum
of learners’ needs, from language-based
focus on accuracy to message-based focus
on interaction, meaning, & fluency.
2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language
in meaningful contexts.
Principles for Designing Listening
Techniques
4. Provide appropriate feedback & correction.
5. Capitalize on the natural link between
speaking & listening.
6. Give students opportunities to initiate oral
communications.
7. Encourage the development of speaking
strategies.
Teaching Conversation
Indirect approach
Direct approach
Students acquire conversational
competence, peripherally, by engaging in
meaningful tasks.
Critical of task-based instruction, which
Richards labeled an indirect approach
“the focus is on using language to
complete a task.”
Teaching Conversation
The prevailing approach to teaching
conversation: the learner’s inductive
involvement in meaningful tasks as well
as consciousness-raising elements of
focus on form
Sample tasks
A. Conversation-Indirect (strategy
consciousness-raising)
B. Conversation-Direct (gambits)
Teaching Conversation
C. Conversation-Transactional (ordering
from a catalog)
D. Meaningful oral grammar practice (modal
auxiliary would
E. Individual practice : oral dialogue journals
F. Other interactive techniques
Teaching Pronunciation
1.
2.
3.
4.
5.
6.
Affect factors
Native language
Age
The quality & intensity of exposure
Innate phonetic ability
Identity & language ego
Motivation & concern for good
pronunciation
Teaching Pronunciation
Techniques for teaching different aspects
(capitalize on the positive benefits of the
six factors.)
A. Intonation-Listening for pitch changes
B. Stress-contrasting nouns
C. Meaningful minimal pairs
Focus on form & error treatment
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Role of feedback-cognitive feedback must
be optimal in order to be effective.
Too much negative cognitive feedback
leads learners to shut off their attempts at
communication.
Too much positive cognitive feedback
serves to reinforce the errors of the
speaker-learners.
The result is the persistence, & perhaps
the eventual fossilization of such errors.
Focus on form & error treatment
The affective & cognitive modes of
feedback are reinforcers to speakers’
responses.
Global & local errors
Students in the classroom generally want
& expect errors to be corrected.
Some methods recommend no direct
treatment of error at all.
Focus on form & error treatment
Language classroom- a happy optimum
between some of the overpoliteness of the
real world & the expectations that bring
with them to the classroom
Seven “basic options” complemented by
eight “possible features” within each
option-p. 347
See a model for treatment of classroom
speech errors (Fig 19.9-p.349).
Assessing speaking
1.
2.
3.
4.
5.
Item types & tasks
Imitative tasks
Intensive tasks
Responsive tasks
Interactive tasks
Extensive tasks
Evaluating & Scoring: pronunciation,
fluency, vocabulary, grammar, discourse
features, task acoomplishment
Phases of Teaching Speaking
Pre/Before-speaking Activity
While/During-speaking Activity
Post/After-speaking Activity