English Language Teaching and Learning Strategies

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Questions and Answers

When teaching speaking to young learners, what is crucial to avoid in pronunciation practice?

Focusing on verb conjugation

Encouraging repetition

Letting errors in pronunciation fossilise (correct)

Using songs and games

What is a key principle for developing speaking skills in the primary classroom?

Finding a balance between listening and speaking (correct)

Focusing on reading comprehension

Using English only for writing activities

Presenting new language through written texts

What type of speaking activity is most suitable for advanced learners?

Focusing on grammar rules

Role-play with scripted dialogues

Repeating pronunciation drills

Telling a joke or making a phone enquiry (correct)

What is the purpose of awareness-raising activities in speaking development?

To focus on features of spoken language Signup and view all the answers

What is an important aspect of individual speaking time?

Having regular opportunities to speak spontaneously Signup and view all the answers

Why is automaticity important in speaking development?

It allows learners to focus on the message they want to convey Signup and view all the answers

What is a key benefit of using real-life speaking activities with advanced learners?

It allows learners to use language in a more authentic way Signup and view all the answers

What is the primary goal of speaking activities for young learners?

To offer opportunities to experiment with language Signup and view all the answers

What is one of the communication problems that young learners may face due to a lack of knowledge of cultural and social rules and norms?

Answering 'good' to the question 'how are you?' Signup and view all the answers

Which of the following speaking activities can help advanced learners develop their speaking strategies?

Playing vocabulary-based games like Taboo Signup and view all the answers

What can teachers do to promote automaticity and autonomy in speaking activities?

Give learners time to conceptualize and plan their responses Signup and view all the answers

Which of the following can be a challenge when teaching speaking to young learners?

Inhibition and fear of making mistakes Signup and view all the answers

What can teachers do to ensure that each learner gets individual speaking time in a group activity?

Use a round-robin format where each learner speaks in turn Signup and view all the answers

What is one way to promote learner orientation when planning speaking activities?

Focusing on learners' language level Signup and view all the answers

What is one benefit of using simulations and project work in speaking activities?

Learners can practice vocabulary in a meaningful way Signup and view all the answers

What can teachers do to empower learners and develop their willingness to speak?

Offer learners language support and resources Signup and view all the answers

What is the primary focus of 'appropriation activities' in speaking classrooms?

Gradual release of control from teacher to students Signup and view all the answers

Which of the following speaking activities is most suitable for advanced learners?

Academic presentations Signup and view all the answers

What is the primary goal of fostering automaticity and autonomy in speaking?

Developing fluency under real operating conditions Signup and view all the answers

Which speaking activity is most effective in increasing individual speaking time?

One-minute presentations Signup and view all the answers

What is the purpose of 'coherent speaking' activities in the speaking classroom?

To promote fluency and coherence in speaking Signup and view all the answers

Which of the following is NOT a characteristic of 'fostering automaticity and autonomy' tasks?

High level of scaffolding Signup and view all the answers

Study Notes

Teaching Speaking

Organization, socio-cultural aspects, performance effects, communication strategies, speech acts, discourse markers, and features of spoken grammar and vocabulary are essential components of teaching speaking.

Appropriation Activities

Practice with reduced teacher and peer control, such as:
- Chants
- Writing as preparation for speaking
- Reading aloud
- Flow-diagram conversations and dialogues with assisted performance and scaffolding

Fostering Automaticity and Autonomy

Tasks with minimal teacher assistance under real operating conditions, such as:
- Academic presentations
- Drama
- Role-plays and simulations
- Discussions and debates outside of class speaking

Methods to Increase Individual Speaking Time

Coherent Speaking

Activities such as:
- Dramatic reading
- Talking about pictures, drawings, and other creatives
- Story-telling
- 1-minute or book and movie presentations
- Cooperative methods (TPS, round robin, 4 corners)

Participating in Conversations

Activities such as:
- Dialogues with a framework (model dialogues)
- Talking while walking
- Interviews: tandem work, information-gaps, job interviews
- Class surveys
- Cooperative methods (TPS, round robin, 4 corners, discussions, role play)

Parameters of a Genuine Speaking Situation

Consider the following factors:
- Persons: who is talking to whom
- Relationship of the interlocutors
- Knowledge the interlocutors have of one another
- Common knowledge of the topic
- 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

Characteristics:
- Playful, using songs, games, and role-play
- Varied practice with a strong element of repetition
- Focus on verbs and structure words
- Strong focus on pronunciation to avoid fossilization
Principles:
- Balance listening and speaking
- Use English as a means of communication
- Present new language using gestures, mime, and action
- Encourage learners to interact spontaneously and provide support

Advanced Learners

Characteristics:
- Real-life type of speaking
- Activities such as:
  - Telling a joke
  - Greeting a passing colleague
  - Making a phone enquiry
  - Chatting with a friend
  - Explaining medical problems to a doctor
  - Negotiating a sale
  - Giving street directions
  - Making a presentation
  - Communicating live online during an Internet game
  - Explaining a grammatical point

Speaking Activities for Different Stages

Awareness-raising activities: listening to scripted, semi-scripted, or authentic recordings while focusing on features of spoken language

Communication Problems

Common issues:
- Lack of knowledge of pronunciation
- Lack of knowledge of language (grammar, vocabulary, set phrases)
- Lack of knowledge of the functions of language, discourse patterns, register
- Lack of knowledge of cultural and social rules and norms

Challenges and Solutions when Teaching Speaking

Challenges

Common challenges:
- Lack of vocabulary
- Problems with pronunciation
- Inhibition
- Lack of time
- Lack of practice
- Lack of creativity
- Low or uneven participation
- Different levels of speaking competence

Solutions

Strategies to overcome challenges:
- Teaching speaking strategies
- Creating a positive atmosphere
- Planning phrases with tolerance of mistakes
- Giving time to conceptualize
- Using a variety of speaking activities
- Using a model text/doing a brainstorming
- Pair or group work/activities
- Learner orientation
- Creating meaningful tasks
- Providing learners with language support
- Developing the willingness to speak and the ability to speak

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Description

Discover effective strategies for teaching and learning English language, including socio-cultural aspects, communication strategies, and speech acts. Practice appropriation activities and foster automaticity and autonomy in language learning.