Recommended
More Related Content
What's hot
What's hot (20)
Similar to Teaching speaking brown
Similar to Teaching speaking brown (20)
Recently uploaded
Recently uploaded (20)
Teaching speaking brown
- 1. Teaching Speaking BROWN Presented by : SHOHREH TAVASSOLI
- 2. TEACHING CONVERSATION ‘’AN Indirect approach : Learner s are more or less set loose to engage in interaction. A direct approach that involves planning a conversation program around the specific micro skills , strategies, and process that are involves in fluent conversation.’’ Richard(1990:76-77) ‘’ The focus is on using language to complete a task, rather than on practicing language.’’ Richard (P.79)
- 3. ‘’Communicative tasks maximize the chances of a focus on form on through intentional manipulation’’. Willis(1996) A. Conversation –indirect( strategies consciousness- raising) B. Conversation- Direct (gambits) C. Conversation- Transactional (ordering from a catalog) D. Meaningful oral grammar practice(model auxiliary would)
- 4. E. Individual practice: oral dialogue journals) F. Other interactive techniques
- 5. ORAL COMMUNICATION SKILLS IN PEDAGOGICAL RESEARCH CONVERSATIONAL DISCOURSE TEACHING PRONUNCIATION ACCURACY AND FLUENCY AFFECTIVE FACTORS THE INTERACTION AFFECT
- 6. CONVERSATIONAL DISCOURSE ‘’The conversation class is something of an enigma In language teaching’’ Richards(1990:67) The goals & the techniques for teaching conversation are extremely diverse , depending on the student, teacher and overall context of the class.
- 8. ACCURACY & FLUENCY Accurate: Clear, Articulate, Grammatically, and Phonologically correct language. Fluent: Flowing, Natural language There are both important goals to pursue in CLT. Our techniques should be message oriented (Language use)as opposed to language oriented(language usage)
- 9. AFFECTIVE FACTORS Language Ego , you are what you speak Provide the kind of warm, embracing climate that encourages students to speak , halting or broken their attempts
- 10. THE INTERACTION EFFECT ‘’Interlocutor effect : difficulty of a speaking task as gauged by the skills of ones interlocutor’’ .(David Nunan,1991b:47) One learners performance is always colored by that of the person he/she is talking with.
- 11. TYPE OF SPOKEN LANGUAGE Interpersonal or Interactional Transactional
- 12. WHAT MAKES SPEAKING DIFFICULT? Clustering : Fluent speech is phrasal, not word by word .Learner can organize their output cognitively & physically through such clustering. Redundancy: The speaker has an opportunity to make meaning clearer through the redundancy of language.
- 13. Reduced forms: Contractions, elisions , reduced vowels ,…,all form special problems in teaching spoken English. Performance variables: Process of thinking as you speak allows you to manifest a certain number of performance hesitations , pauses , backtracking & corrections. Hesitation phenomena is one of the most differences between native & nonnative speakers of a language.
- 14. Colloquial Language: make sure your students are reasonably well acquainted with words , idioms & phrases of colloquial language and that they get practice in producing these forms. Rate of delivery: One of your task in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
- 15. Stress , rhythm, and intonation: is the important characteristic of English pronunciation .the stress-timed rhythm of spoken English & its intonation patterns convey important messages. Interaction: Learning to produce waves of language in a vacuum without interlocutors would rob speaking skills of its richest component (the creativity of conversational negotiation)
- 16. MICROSKILLS OF ORAL COMMUNICATION 1. Produce chunks of language of different lengths. 2. Orally produce differences among the English phonemes & allophonic variants. 3. Produce English stress patterns , words in stressed & unstressed positions , rhythmic structure & international contours.
- 17. 4. Produce reduced forms of words & phrases. 5. Use an adequate number of lexical units in order to accomplish pragmatic purposes. 6. Produce fluent speech at different rates of delivery. 7. Monitor your own oral production & use various strategic devices ,pauses, fillers, self-corrections, backtracking to enhance the clarity of the message. 8. Express a particular meaning in different grammatical forms.
- 18. 9. Use grammatical word classes ,systems, word order, patterns, rules, and elliptical forms. 10. Produce speech in natural constituents in appropriate phrases, pause groups , breath groups and sentences. 11. Use cohesive devices in spoken discourse. 12. Accomplish appropriately communicative functions according to situations, participants and goals.
- 19. 13. Use appropriate registers, implicate, pragmatic conventions , and other sociolinguistic features in face-to-face conversations. 14. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization and exemplification.
- 20. 15. Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meaning. 16. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
- 21. Drills offer students: An opportunity to listen and to orally repeat certain strings of language that may pose some linguistic difficulty either phonological or grammatical. They offer limited practice through repetition. They allow one to focus on one element of language in a controlled activity. They can help to establish certain psychomotor patterns and to associate selected grammatical forms with their appropriate context.
- 22. Some useful guidelines for successful drills: Keep them short Keep them simple Keep them snappy Make sure students know why they are doing the drill. Limit them to phonology or grammar point. Make sure they ultimately lead to communicative goals. Don’t overuse them.
- 23. TYPE OF CLASSROOM SPEAKING PERFORMANCE 1. Imitative: is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. 2. Intensive: goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language.
- 24. 3. Responsive: short replies to teacher or student –initiated questions or comments. T: How are you? S:Pretty good , thanks, and you? 4. Transactional (dialogue): carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language. T: What is the main idea in this essay? S: The United Nations should have more authority.
- 25. T: More authority than what? S: Than it does right now…….. 5. Interpersonal (dialogue): carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. Amy: Hi, Bob , how's it going? Bob: Oh , so-so Amy : Not a great weekend , huh? Bob: Well , far be it from me to criticize, but I'm pretty miffed about last week…….
- 26. 6. Extensive(monologue): students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches.
- 27. PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES 1. Use techniques that cover the spectrum of learner needs, from language- based focus on accuracy to message- based focus on interaction ,meaning , and fluency. 2. Make sure that your tasks include techniques designed to help students to use the building blocks of language.
- 28. Don’t bore your students to death with lifeless, repetitious drills . Make any drilling you do as meaningful as possible. 2. Provide intrinsically motivating techniques : Try at all times to appeal to students ultimate goals and interests ,to their need for knowledge and for being all that they can be. Help them to see how the activity will benefit them.
- 29. 3. Encourage the use of authentic language in meaningful contexts: It is not easy to keep coming up with meaningful interaction . where we go around the room calling on students one by one to pick the right answer , it takes energy & creativity to devise authentic contexts & meaningful interaction , but with the help of a storehouse of teacher resource material.
- 30. 4. Provide appropriate feedback and correction: In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback , it is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback . 5. Capitalize on the natural link between speaking and listening: As you are perhaps focusing on speaking goals , listening goals may naturally coincide , and the two skills can reinforce each other.
- 31. 6. Give students opportunities to initiate oral communication: A good deal of typical classroom interaction is characterized by teacher initiation of language .ask yourself if you have allowed students to initiate language. 7. Encourage the development of speaking strategies: your classroom can be one in which students become aware of , and have a chance to practice.
- 32. TEACHING PRONUNCIATION The factors within learners that effect pronunciation adapted from Kenworthy (1987:4-8) 1. Native language: If you are familiar with the sound system of a learners native language ,you will be better able to diagnose student difficulties.
- 33. 2. Age: Generally speaking ,children under the age of puberty stand an excellent chance of sounding like a native ,if they have continued exposure in authentic contexts. Exposure: Research seems to support the notion that the quality and intensity of exposure are more important than mere length of time.
- 34. Innate phonetic ability: Strategies based instruction has proven that some elements of learning are a matter of an awareness of your own limitations combined with a conscious focus on doing something to compensate for those limitations. Identity and language ego: Students need to become aware of and not afraid of the second identity that may be emerging within them.
- 35. Motivation and concern for good pronunciation: Some learner are not particularly concerned about their pronunciation, while others are. If motivation and concern are high , then the necessary effort will be expended in pursuit of goals.
- 36. Error treatment options can be classified in a number of possible ways. one useful taxonomy was recommended by Kathleen Bailey (1985),seven ‘’basic options'' are complemented by eight ;; possible features’’ within each option( Bailey 1985:111)
- 37. Basic options Possible features To treat or to ignore To treat immediately or to delay To transfer treatment or not To transfer to another individual, a subgroup, or the whole class To return, or not to original error maker after treatment To permit other learner to initiate treatment To test for the efficacy of the treatment Fact of error indicated Location indicated Opportunity for new attempt given Modal provided Error type indicated Remedy indicated Improvement indicated Praise indicated