elt 6.pdf

Session 6: Productive Competences – Speaking 1. Communication Problems − lack of knowledge of pronunciation (I love you is pronounced I laugh you) − lack of knowledge of language (grammar, vocabulary, set phrases) − lack of knowledge of the functions of language, discourse patterns, regis...

Session 6: Productive Competences – Speaking 1. Communication Problems − lack of knowledge of pronunciation (I love you is pronounced I laugh you) − lack of knowledge of language (grammar, vocabulary, set phrases) − lack of knowledge of the functions of language, discourse patterns, register (informal language when it should be formal) − lack of knowledge of cultural and social rules and norms, speech situation knowledge (answer to the question how are you: good, fine) 2. How Does Speaking Work? 3. Challenges and Solutions when Teaching Speaking 3.1. Challenges − lack of vocabulary − problems with pronunciation − inhibition (learners are often worried about making mistakes, afraid of criticism, shy of other’s attention)  − lack of time − lack of practice − lack of creativity − low or uneven participation − different levels of speaking competence 3.2. Solutions − teaching speaking strategies: paraphrasing, using body language, intonation, code-switching (games like Activity/Taboo can help) − 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 3.3. Problems in the Classroom − the speaking process is complex o speaking involves encoding (conceptualising and formulating), verbalising (articulation), monitoring o speaking needs a context, a cause and occasion, an intention, meaningful content, emotions, gestures, body language, etc. − up to 30% of students do not speak in class − average amount of speaking: less than a minute (one-word-answers, fragments) 3.4. Teaching Speaking − teachers have to prepare the students for different kinds of oral production o producing an oral text for one or more listeners: speaking from notes, acting out a rehearsed scene o spoken interaction: conversation, debate, interview o oral mediation: summarising and paraphrasing texts, informal interpreting for visitors − purposes of speaking o interactional: engaging in direct social interaction with a strong focus on building a relationship (small talk, conversations) o transactional: conveying and receiving information, e.g. in a speech or when ordering in a restaurant − 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 (IRF = teacher initiation, learner response, teacher follow-up/feedback VS. confrontation with less predictable communicative settings) 4. Speaking as a Negotiation of Meaning − when interacting with one another, meaning is not simply transferred, but it is negotiated − in this process of negotiation of meaning (is at the heart of language development), speakers try to reach a clear understanding of each other 5. 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 6. Teaching Speaking to Different Learner Groups Young Learners − playful, often using songs, games, and role-play − varied practice with a strong element of repetition − offer opportunity to experiment with language: input that focuses on verbs and structure words, not just on nouns − strong focus on pronunciation is important, as errors in pronunciation are prone to fossilisation − principles for developing speaking skills in the primary classroom o find a balance between listening and speaking  o use English as a means of communication in the classroom o present new language using gestures, mime and action o encourage learners to interact spontaneously and give them support to get their message across Advanced Learners: use real-life type of speaking − 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 focussing on features of spoken language (e.g. organisation, socio-cultural aspects, topic, performance effects, communication strategies, speech acts, discourse markers, features of spoken grammar and vocabulary, stress and intonation) − appropriation activities: practice with less and less control by the teacher and peers (e.g. starting with 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 (e.g. academic presentations, drama, role-plays and simulations, discussions and debates outside of class speaking) Methods to Increase the Individual Speaking Time of Students − coherent speaking o dramatic reading o talking about pictures, drawings and other creatives o story-telling o 1-minute or book and movie presentations (group and partner work) o other cooperative methods: TPS, round robin, 4 corners, … − participating in conversations o dialogues: dialogues with a framework (model dialogues) o talking while walking o interviews: tandem work, information-gaps, job interviews o class surveys o cooperative methods: TPS, round robin, 4 corners, discussions, role play