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Questions and Answers

Lack of knowledge of ______ can cause communication problems in speaking.

pronunciation

Learners may be inhibited from speaking due to fear of ______.

criticism

Teaching ______ strategies can help learners improve their speaking skills.

speaking

Creating a ______ atmosphere can encourage learners to speak more freely.

positive Signup and view all the answers

Learners need time to ______ before speaking.

conceptualise Signup and view all the answers

Using a ______ of speaking activities can engage learners and improve their speaking skills.

variety Signup and view all the answers

[Blank] work can be an effective way to encourage learners to speak in a low-stakes environment.

Pair Signup and view all the answers

Providing learners with ______ support can empower them to speak more confidently.

language Signup and view all the answers

Speaking involves encoding (conceptualising and formulating), verbalising (articulation), and ______.

monitoring Signup and view all the answers

Up to ______% of students do not speak in class.

30 Signup and view all the answers

In a genuine speaking situation, the ______ of the interlocutors is an important parameter.

relationship Signup and view all the answers

Teachers have to prepare students for different kinds of ______ production.

oral Signup and view all the answers

When teaching speaking to young learners, a ______ focus on pronunciation is important to avoid fossilization.

strong Signup and view all the answers

One of the purposes of speaking is ______: engaging in direct social interaction with a strong focus on building a relationship.

interactional Signup and view all the answers

The target language has a ______ status of being both a learning object and main medium of communication in class.

dual Signup and view all the answers

Advanced learners should practice ______ speaking activities, such as making a phone enquiry or explaining medical problems to a doctor.

real-life Signup and view all the answers

To develop speaking skills, it is essential to find a balance between ______ and speaking in the primary classroom.

listening Signup and view all the answers

In class, there is ______-focused interaction, which differs from spontaneous interaction outside of school.

form Signup and view all the answers

In awareness-raising activities, learners listen to ______ recordings while focussing on features of spoken language.

scripted, semi-scripted or authentic Signup and view all the answers

IRF stands for ______ initiation, learner response, teacher follow-up/feedback.

teacher Signup and view all the answers

Young learners should be offered opportunities to experiment with language, with ______ that focuses on verbs and structure words.

input Signup and view all the answers

When interacting with one another, meaning is not simply transferred, but it is ______.

negotiated Signup and view all the answers

Speaking activities for advanced learners include ______ a joke, chatting with a friend, and making a presentation.

telling Signup and view all the answers

To promote spontaneous interaction, learners should be encouraged to interact ______ and given support to get their message across.

spontaneously Signup and view all the answers

Stress and ______ are important aspects of spoken grammar.

intonation Signup and view all the answers

Discourse markers are used to facilitate ______ acts in speech.

speech Signup and view all the answers

Appropriation activities can begin with ______ and gradually move to more autonomous speaking.

chants Signup and view all the answers

Drama and role-plays can help foster ______ and autonomy in speaking.

automaticity Signup and view all the answers

Talking about pictures and drawings is an example of ______ speaking.

coherent Signup and view all the answers

Class surveys and interviews can be used to increase ______ speaking time of students.

individual Signup and view all the answers

Study Notes

Communication Problems in Speaking

Lack of knowledge of pronunciation can lead to miscommunication (e.g., "I love you" pronounced as "I laugh you")
Lack of knowledge of language (grammar, vocabulary, set phrases) hinders effective communication
Lack of knowledge of the functions of language, discourse patterns, and register can lead to inappropriate language use (e.g., informal language in formal situations)
Lack of knowledge of cultural and social rules and norms, speech situation knowledge can lead to misunderstandings (e.g., answering "how are you" with "good" or "fine")

Challenges in Teaching Speaking

Lack of vocabulary
Problems with pronunciation
Inhibition (fear of making mistakes, criticism, or being the center of attention)
Lack of time and practice
Lack of creativity
Low or uneven participation
Different levels of speaking competence

Solutions to Challenges in Teaching Speaking

Teaching speaking strategies: paraphrasing, using body language, intonation, and code-switching
Creating a positive atmosphere: welcoming mistakes, building trust
Planning phrases with tolerance of mistakes (not too many interruptions, focus on fluency, not always accuracy)
Giving time to conceptualise (Think, Pair, Share)
Using a variety of speaking activities
Using a model text/doing a brainstorming
Pair or group work/activities like the round robin
Learner orientation (language level, topic)
Creating meaningful tasks (simulations, project work)
Providing learners with language support (empowering students)
Developing the willingness to speak and the ability to speak

Teaching Speaking

Teachers need to prepare students for different kinds of oral production (e.g., speaking from notes, acting out a rehearsed scene)
Purposes of speaking: interactional (building relationships) and transactional (conveying and receiving information)
Dual status of the target language in class: learning object and main medium of communication
Form-focused interaction in class vs. spontaneous interaction outside of school
Highly conventionalised and routinised communicative units (e.g., IRF = teacher initiation, learner response, teacher follow-up/feedback)

Speaking as a Negotiation of Meaning

When interacting, meaning is not simply transferred, but it is negotiated
Speakers try to reach a clear understanding of each other through negotiation of meaning

Parameters of a Genuine Speaking Situation

Persons: who is talking to whom
Relationship of the interlocutors
Knowledge the interlocutors have of one another (common experiences)
The interlocutors' common knowledge of the topic
Topic: complexity, familiarity
Communication motive
Emotions: individual involvement
Urgency of the message
Place: where does the conversation take place
Speaker's intent: discourse strategy
Time: when does the conversation take place
Level of language skills
Non-verbal signals: facial expressions, gestures, body language
Action continuum: actions during the conversation
Presence of certain objects
Medium: phone, face-to-face, interactive
Degree of privacy: intimate, group, media
Degree of obligation

Teaching Speaking to Different Learner Groups

Young Learners: use playful activities like songs, games, and role-play, with a strong element of repetition
Advanced Learners: use real-life type of speaking (e.g., telling a joke, making a phone enquiry, explaining medical problems)

Speaking Activities for Different Stages

Awareness-raising activities: listening to scripted, semi-scripted or authentic recordings while focusing on features of spoken language
Appropriation activities: practice with less and less control by the teacher and peers (e.g., starting with chants, writing as preparation for speaking)
Fostering automaticity and autonomy: tasks with minimal teacher assistance under real operating conditions (e.g., academic presentations, drama, role-plays and simulations)

Methods to Increase the Individual Speaking Time of Students

Coherent speaking: dramatic reading, talking about pictures, story-telling, 1-minute or book and movie presentations
Participating in conversations: dialogues, talking while walking, interviews, class surveys, cooperative methods like TPS, round robin, and discussions.

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Description

This quiz covers common issues that can hinder effective communication in speaking, including pronunciation, language knowledge, and cultural/social norms.