Podcast
Questions and Answers
Lack of knowledge of ______ can cause communication problems in speaking.
Lack of knowledge of ______ can cause communication problems in speaking.
pronunciation
Learners may be inhibited from speaking due to fear of ______.
Learners may be inhibited from speaking due to fear of ______.
criticism
Teaching ______ strategies can help learners improve their speaking skills.
Teaching ______ strategies can help learners improve their speaking skills.
speaking
Creating a ______ atmosphere can encourage learners to speak more freely.
Creating a ______ atmosphere can encourage learners to speak more freely.
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Learners need time to ______ before speaking.
Learners need time to ______ before speaking.
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Using a ______ of speaking activities can engage learners and improve their speaking skills.
Using a ______ of speaking activities can engage learners and improve their speaking skills.
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[Blank] work can be an effective way to encourage learners to speak in a low-stakes environment.
[Blank] work can be an effective way to encourage learners to speak in a low-stakes environment.
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Providing learners with ______ support can empower them to speak more confidently.
Providing learners with ______ support can empower them to speak more confidently.
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Speaking involves encoding (conceptualising and formulating), verbalising (articulation), and ______.
Speaking involves encoding (conceptualising and formulating), verbalising (articulation), and ______.
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Up to ______% of students do not speak in class.
Up to ______% of students do not speak in class.
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In a genuine speaking situation, the ______ of the interlocutors is an important parameter.
In a genuine speaking situation, the ______ of the interlocutors is an important parameter.
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Teachers have to prepare students for different kinds of ______ production.
Teachers have to prepare students for different kinds of ______ production.
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When teaching speaking to young learners, a ______ focus on pronunciation is important to avoid fossilization.
When teaching speaking to young learners, a ______ focus on pronunciation is important to avoid fossilization.
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One of the purposes of speaking is ______: engaging in direct social interaction with a strong focus on building a relationship.
One of the purposes of speaking is ______: engaging in direct social interaction with a strong focus on building a relationship.
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The target language has a ______ status of being both a learning object and main medium of communication in class.
The target language has a ______ status of being both a learning object and main medium of communication in class.
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Advanced learners should practice ______ speaking activities, such as making a phone enquiry or explaining medical problems to a doctor.
Advanced learners should practice ______ speaking activities, such as making a phone enquiry or explaining medical problems to a doctor.
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To develop speaking skills, it is essential to find a balance between ______ and speaking in the primary classroom.
To develop speaking skills, it is essential to find a balance between ______ and speaking in the primary classroom.
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In class, there is ______-focused interaction, which differs from spontaneous interaction outside of school.
In class, there is ______-focused interaction, which differs from spontaneous interaction outside of school.
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In awareness-raising activities, learners listen to ______ recordings while focussing on features of spoken language.
In awareness-raising activities, learners listen to ______ recordings while focussing on features of spoken language.
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IRF stands for ______ initiation, learner response, teacher follow-up/feedback.
IRF stands for ______ initiation, learner response, teacher follow-up/feedback.
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Young learners should be offered opportunities to experiment with language, with ______ that focuses on verbs and structure words.
Young learners should be offered opportunities to experiment with language, with ______ that focuses on verbs and structure words.
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When interacting with one another, meaning is not simply transferred, but it is ______.
When interacting with one another, meaning is not simply transferred, but it is ______.
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Speaking activities for advanced learners include ______ a joke, chatting with a friend, and making a presentation.
Speaking activities for advanced learners include ______ a joke, chatting with a friend, and making a presentation.
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To promote spontaneous interaction, learners should be encouraged to interact ______ and given support to get their message across.
To promote spontaneous interaction, learners should be encouraged to interact ______ and given support to get their message across.
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Stress and ______ are important aspects of spoken grammar.
Stress and ______ are important aspects of spoken grammar.
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Discourse markers are used to facilitate ______ acts in speech.
Discourse markers are used to facilitate ______ acts in speech.
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Appropriation activities can begin with ______ and gradually move to more autonomous speaking.
Appropriation activities can begin with ______ and gradually move to more autonomous speaking.
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Drama and role-plays can help foster ______ and autonomy in speaking.
Drama and role-plays can help foster ______ and autonomy in speaking.
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Talking about pictures and drawings is an example of ______ speaking.
Talking about pictures and drawings is an example of ______ speaking.
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Class surveys and interviews can be used to increase ______ speaking time of students.
Class surveys and interviews can be used to increase ______ speaking time of students.
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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.
