Transcript 投影片 1

Language Skills:
Speaking
Joanne & Maria
2007/11/24
1
Teaching Oral Skills
Introduction
1. It’s a challenging language skill.
2. Fluent speech contains reduced forms,
slang and idioms.
3. Theory of communicative competence
proposes( Hymes, 1972).
* Grammatical competence
* Sociolinguistic competence
* Discourse competence
* Strategic competence
2
Impact of communicative
competence theory
1.It’s not only focus on grammatical competence
today.
2. Fluency (Hedge, 1993)
* Speech without strain or inappropriate slowness or
undue hesitation.
* “Natural language use” means that negotiation of
meaning is a major goal.
3. Multiple skills should be taught whenever possible.
4. Students take responsibility for their own learning.
3
The Oral Skills Class
＊Low level adults
The teacher may need to find L1 speakers to
help students to get information on student
experience, educational background, and
needs.
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＊Nonacademic adults
Focus on survival English and basic
communication functions based on a
strong structural component.
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＊Academic learners
*Need to practice with different sorts of
activities.
* Academic ESL students need most is
extensive authentic practice in class
participation.
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Activities
Discussion
1. Students get into pairs or groups.
2. Introduce a topic through reading, listening
and so on.
3. There should be guidance before discussing.
4. There is no one" right way”.
5. Each student should have a specific
responsibility.
6. Students need to clear about “what”, “why”
and “what outcome”.
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Speeches
＊Prepared speech
*Topic for speeches will vary depending on the
level of the student.
*The teacher can provide the structure of
speech or time limits and students select the
content.
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* Evaluation
1. Peer evaluation
2. Self- evaluation
3. All- evaluation through video taping
4. Teacher evaluation
* Categories of performance
1. Delivery
2. Interaction/ rapport with audience
3. Content and organization
4. Language skills
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＊Impromptu speech
1.Give students more actual practice with
speaking the language, forces them to think,
and speak without a note or memorization.
2.Using hesitation markers and giving
unprepared response.
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1.
Role Plays
It’s suitable for practicing the sociocultural variations.
2. Steps (Olshtain and Cohen, 1991)
* Check what students already know
about the activity.
* Teach some model dialogues.
* Perform a role play.
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Conversation
1. Unplanned conversation.
2. There is no need to require a detail
transcript.
3. Some grammar or pronunciation mistakes
could be ignored.
4. Examples
* Interview with a native speaker
* Survey
5. Tape-record conversations could be a way
for evaluation.
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Audiotaped Oral Dialogue
Journals
1. One format where practice with fluency and
attention to accuracy can be accomplish at
the same time.
2. Example
The teacher start the oral journal on the
tape by giving some directions for a
assignment and suggesting a topic.
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3. It’s nice to make some comments about the
context after returning the tapes to students.
4. Problems
* In small class: It’s unrealistic for teacher to
listen tapes on regular basis.
* In large class: It makes this unfeasible.
5. Solutions
* The tapes can be turned in on a rotating basis.
* Students can switch tapes with each other.
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Other Accuracy-Based Activity
1. A drill using the particular structure may
prove useful as the first step towards more
communicative output.
2. Example 1
* Wong(1994) recommends an activity called “TwoMinute Conversations”:
“If I were (a/an)_____, I would be (a/an)_____,
because…”
Students become acquainted with each other by
taking on the identity of various things through
this activity.
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3. Example 2
* Structured interview
Students talk to their classmate by using
interview form, using of wh-and /or
yes/no
questions.
4. During the accuracy-based activity,
errors can be ignored. Unless the errors
impede communication.
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Teaching Oral Skills in an EFL Context
* Problems
1.Students speak the same L1 and English is not
used outside the classroom.
2.Prohibited from L1; lack of motivation.
3.Curriculum does not stress speaking skills.
4.Teachers are not native speakers
* Solutions
1. Authentic, motivating, varied activities.
2. Assign out-of-class learning activities.
3. Invite native English speakers to the class.
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Assessment
. 1. Evaluation of classroom performance
* Extended chunks of organized speech.
* The input given to students, whether
it be visual, aural, or interactive, be
consistent for all examinees.
* Oral assessment should be reported
using terms that are clearly defined
for and understandable to students.
2.Large scale oral examinations such like
BULATS, TSE and so on.
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Conclusion
1. Focus on the sociolinguistic and
sociocultural dimensions.
2. Content- and task-based teaching remain
important of oral skills.
3. The impact of developments in
technology.
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Developing Children’s Listening
and Speaking in ESL
Introduction
1. Children are likely to play with language.
2. Need repeating and movement.
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How children differ from adults
as language learners
Materials
1. Books, Papers
Blackboard, Overhead
projectors
Magnets, art supplies
Hamsters, Stuffed animals
Adults
Children
costumes
2. Activities need to be child centered and
communication should be authentic.
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3.Principles
*
Meaning, not correctness.
* The value of the activity, not the value of the language.
* Collaboration and social development.
* A rich context, including movement, the senses,
objects and pictures, and so on.
* Integrating the four skills.
*Depend on their age and interest.
*A tool for children to use for their own social and
academic ends.
* Authentic communication not as an object of analysis.
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How ESL Children Approach
Oral Language
1.
Children enjoy rhythmic and repetitive
language .
2. Children enjoy repeating a word or an
utterance in a play situation.
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Techniques and Resources
1. Using Songs, Poems, and Chants
* Chants usually have a strong and catchy
rhythm or are written for two
arts .(Example: You Did It Again.)
* The value of children’s folklore should fit
with your own and every student.
*Advantages: learn vocabulary through
rhythm, intonation, and stress; produce
grammar structure ; expose to culture.
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* Choose you like; fit with learners, course or topic;
modernize archaic songs; with movement.
* The sequence of teaching:
1. Teach vocabulary and content with pictures and
objects.
2. Reciting poem or chant; sing or play the tape.
3. Recite one line at a time, and learner repeat after
you.
4. Recite the whole text.
5. The context has two parts; you take one, and
learners take the other.
6. Divide learners into two groups: let them perform.
7. Practice about five minutes a day.
8. Use costumes and props.
9. Present to other children.
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2. Dramatic Activities
* Children can be engaged in a lesson through
drama easily.
* Sequence
1.read original story
2.read the script aloud
3. assign children to each part
4. let children make costume and props
5. ask children make up their own story
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3. Storytelling
* Storytelling can develop “more efficient listening ,
more fluent speaking and the ability to read and write
easily and competently” (Garvie, 1990) .
* With a picture book; puppets or dolls and so on.
* Activities
1. Recite: choose a story students memorize
their own sentence make sentence in order
recite
2. Retell: one by one
3. Chain story: One student begin a story and
others take turns adding sentences.
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4. Gesture and Movement
* Children need to move around more than
adults do.
* Teacher can combine gesture and movement
with songs, poem and so on.
* For example, teacher can say yes by raising
one hand and no by looking down at the floor.
* With young children, teacher can break up
5~10mins for 1~2mins of physical exercise or
dancing.
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5. Total Physical Response (TPR)
* TPR(Asher 1969) fits with in Natural
Approach (Krashen and Terrell 1983).
Grammar is not overtly taught, the focus is on
comprehension, and input is supposed to be
comprehensible.
*Teacher commands students to do some
movement or models them. Gradually students
are able to carry out a variety of commands
such as “stand up” , “touch your head” and so
on.
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6.Total Physical Response (TPR) Storytelling
*A method includes action, pantomime and other
techniques.
* Ex:
1.Teacher teach vocabulary of the story through the
gesture.
2.Teacher tell mini-story to students with gestures.
3. Tell another mini-story which is related to before.
4.Tell story by themselves while others act it out.
5.Tells a main story which students later retell and
revise.
6. Create their own stories.
*In the second, or third year, grammar is taught by
telling the stories from another point of view.
Requiring the learner to change tenses, pronouns, and
so on.
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7. Teaching Grammar
* When children develop their oral language, you will
notice many grammatical errors.
*In Unties States, where many teachers favor the Natural
Approach, errors are often not necessary to correct.
*Strategies:
1. Ignore the errors
2.Make a mental note
3. Rephrase the sentence
4.Rephrase and expand
5. Present a lesson to a group or the whole
class later on
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Summary
* Many activities give children oral language
practice such as discussions, interviews and so
on.
* ESL instruction needs to meet children’ levels.
* Children need to learn through movement and
gestures.
* Oral language needs to go along with four skills
that they nourish each other.
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Teaching
Pronunciation
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Foreword
 Three goals of teaching pronunciation
(Goodwin)
1. To enable the learners to understand and
be understood
2. To build their confidence in entering
communicative situations
3. To enable them to monitor their speech
based on input from the environment
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Introduction
 Pronunciation is the language feature to
identify speakers as non-native.
Pronunciation instruction should be taught as
communicative interaction along with other
aspects (pragmatic meaning and nonverbal
communication)
Teachers have to know which features should be
taught and which communicative
situation should be used
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Setting Realistic
Goals (Morley, 1999)
1. Functional Intelligibility
2. Functional communicability
3. Increased Self-confidence
4. Speech Monitoring Abilities
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Setting Realistic Goals
(Morley, 1999)
1. Functional Intelligibility
 Intelligibility:
Listeners will not be confused if the language
is spoken with an accent.
-- Ts do not ask the learners to eliminate
their L1 accent to learn the new L2
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Setting Realistic Goals
(Morley, 1999)
2. Functional communicability
Learners have abilities to communicate
successfully in the specific situations.
To prompt learners needs and interests
by using a survey at the beginning
the information will guide Ts and Ss to
 choose the right feature to emphasize
 choose the right content to practice
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Setting Realistic Goals
(Morley, 1999)
3. Increased self-confidence
ability to speak and be understood
design the situations the learners will
actually face
 Ts have to be careful from controlled to
free production in the practice activities
 Provide consistent targeted feedback
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Setting Realistic Goals
(Morley, 1999)
4. Speech monitoring abilities
Let learners pay attention to their own
speech and others’ speeches
to make better use of the input the
learners receive
learners hear and try to imitate by
attending to certain aspects of the speech
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A Description of the sound
system of English
Traditional (bottom-up) :
sound → syllables → phrases and
thought groups → extended discourse
 the steam of speech (top-down):
sound system is used naturally
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A Description of the sound system
-- Features of Thought Groups
Thought Group
-- include tone units, breath groups
and intonation units
 we use pauses to divide our speech
into manageable chunks
 It represents a meaningful grammatical
unit
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Features of Thought Groups
-- Marked by Pauses
However,
→ learners always don’t pause at appropriate
junctures
→ the common error —pause too frequently
Ex:
I was speaking to him / on the phone yesterday. (O)
I was speaking to / him on the / phone yesterday. (X)
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Features of Thought Groups
-- Marked by Pauses
Gilbert(1987)
-- makes use of ambiguous phrases to
show how pausing in different places
can cause a change in meaning
Ex:
1. Alfred said / the boss is stupid
2. Alfred / said the boss / is stupid
Who is really stupid?
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Features of Thought Groups
-- Marked by Pauses
Influenced by the speaker’s speed
-- faster speaker pause less frequently
and have fewer, longer thought groups
-- pause more frequently to emphasize the
ideas more strongly
ex: politicians or clergy
My fellow citizens/this/is/our/moment.
-- a frustrated parent might say like this:
Come/here/right/now!
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Features of Pronunciation
-- Prominence
include nuclear stress, tonic syllable, focus
words, emphasis and primary phrase stress
there is usually only one syllable emphasized
and be used by the way of extending and
moving the pitch up or down
Ex: I was SPEAKing to him/ on the PHONE
yesterday.
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Features of Pronunciation
-- Prominence
Depends on context but generally represents
information in three ways：
1) Deliver “new” information：
Ex：( I got a postcard from Sue)
→ She’s in MEXico.
2) In contrast to some other previously
mentioned information：
Ex：(Are you leaving at five thirty?)
→ No, SIX thirty.
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Features of Pronunciation
-- Prominence
3) Simply the most meaningful or important
item in the phrase：
Ex：He’s studying ecoNOMics.
 should be presented and taught only in context
Ex：What are you doing?
I am reading.
Who’s reading?
I am reading.
Why aren’t you reading? I am reading.
→ What word will you emphasize?
Each question provided a context for the
reply.
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Features of Pronunciation
-- Intonation
The melodic line or pitch pattern
The pitch movement within an intonation
contour occurs on the prominent
element
Ex：A: Are you READy yet?
B: No, I need to call DAVE first.
A: Why’s THAT?
B: Because HE’S the one who’s
giving us a LIFT!
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Features of Pronunciation
-- Intonation
 Intonation is one factor among many
that communicate an attitude.
To express emotion—word choice,
grammatical structure, facial
expressions, body movement and the
situational context.
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Features of Pronunciation
-- Rhythm
longer syllables (stressed) & shorter
syllables (unstressed) happen in speech
”stress-timed” – with stresses or beats
occurring at regular intervals
Ex:
‧
‧
‧
She would’ve liked to have gone to the movie.
(11 syllables but only 3 beats)
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Features of Pronunciation
-- Rhythm
”syllable-timed” (ex: French, Japanese)
-- each syllable has the same timing
and length
 It’s important to highlight certain
syllables in English through syllable
length, vowel quality and pitch
52
Features of Pronunciation
-- Rhythm
Which words should be stressed or
unstressed?
-- stressed: content words
ex: nouns, main verbs, adjectives
--unstressed: function words
ex: articles, pronouns, prepositions
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Features of Pronunciation
-- Rhythm
Rhythm -- “ALL” the syllables (content words)
that receive stress
Prominence -- “One” emphasized syllable
Ex:
․
․
She attends the University of MARyland.
(3 stressed syllables, the third is prominence)
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Features of Pronunciation
-- Rhythm
Chelas Flores (1998)
teachers help students by highlighting rhythmic
patterns apart from words and meaning.
1) use written (on the board)
-- dots (short syllables) ․
-- dashes (long syllables) ―
2) pattern orally
-- ti (unstressed syllables)
-- TA (stressed syllables)
-- TAA (prominent element)
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Features of Thought Groups
-- Rhythm
Chelas Flores (1998)
1) teacher pronounce some patterns let students point
out on the board (draw the Ss’ attention, and help
them internalize)
2) use the actual phrases to let Ss distinguish and
practice meaningful phrases
EX:
Ss hear:
Ss circle:
1. A little one
2. Lots to be done
3. It’s marvelous
a. ․― ․․ b. ― ․․―
a. ․― ․․ b. ― ․․―
a. ․― ․․ b. ― ․․―
What’s your answer?
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Features of Pronunciation
-- Reduced Speech
two ways to weaken unstressed syllable
(reduce speech):
1) shorten unstressed syllables
2) relax the mouth and use less energy or muscular
tension
-- to let learners speak quickly and help Ss maintain more or less
regular interval between stressed syllables.
→ reduced vowels
the most common reduced vowels
-- schwa / / to relax your jaw or spread or round lips
ex: banana, police
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Features of Pronunciation
-- Linking
general term for the adjustments
speakers make between words in
connected speech
Ex: Why don’t you find out ?
or Why don’t you fine doubt ?
→ by shifting the final consonant of find to
the next syllable, which begins with a vowel,
to pronounce more easily
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Features of Pronunciation
-- Linking
to avoid losing important information by
leaving off an ending
-- need to focus learner’s attention on the
linked sound
Ex: distinction between present and past
Present: They live in Miami.
Past: They live-din Miami.
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Features of English
Consonants
Three dimensions: commonly illustrated in a
consonant chart
1) Place of articulation (where the sound is made)
＊usually illustrated in a diagram called “The Organs of
Speech”
2) Manner of articulation (how the sound is made)
3) Voicing (whether the vocal cords are vibrating
or not)
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Features of English
Consonants
To teach consonants, we need to
decide whether phonetic symbols
are necessary.
→ Some letters are the same as the phonetic
representation ex: p /p/, d /d/
→ but, certain sounds are not
Ex: this /ð/, thumb /θ/
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Features of English
Consonants
the second consideration:
-- various articulation of a consonant depend on the
environment
Ex: the word “paper”
1st /p/ is aspiration sound
2nd /p/ is not
→ we call this as “positional variation”, it reflects sound
system rules that even native speakers are not aware
of this
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Features of English
Consonants
 the third consideration
-- Clustering: two, three or four consonants in
sequence
→ a challenge to learners
→ learners should know how consonant cluster
function in English and there are acceptable
cluster reduction.
Ex: “facts” may be pronounced as fax, delete the
/t/ without any loss of intelligibility
63
Features of English
Consonants
Learners usually have difficulty with
sounds that don’t exist in their L1.
Ex: two th , l and r sounds
-- despite these difficulties,
instruction should focus on sounds
in context
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Features of English
Vowels
 the syllable core
 the sound within the syllable that
resonates
 can be lengthened or shortened
 can constitute a syllable or a word
 pronounce with smooth airflow
 distinguished by tongue position, tongue and
jaw height, degree of lip rounding and tension
of the muscles
65
Features of English
Vowels
 The challenges in teaching vowels:
1) English has more vowels than others.
(English has 14, Japanese has 5 vowels)
2) a lot of variation in vowels between dialects
ex: doll / ball (same? )
3) glide movement (diphthongs: ie, oa)
66
Features of English
Vowels
The challenges in teaching vowels:
4) be spelled in many different ways
ex: /o/ → ow or o or oa, /i/ → ea or ee
5) usually reduced in unstressed syllables
ex: madam
motor
→ relaxing of the articulators
67
Features of English
Vowels
Morley (1979, p.116)
-- helps learners associate each vowel with a key word
teaching instruction
1) show each vowel with key word and numbers
2) repeat key words until Ss remember
3) without any phonetic symbols
→ easier to refer the key or the number
rather than the phonetic symbols
68
Features of English
Word Stress
A multisyllabic word has more than
one stressed syllable
→ primary stress(․),
secondary stress(․) and
almost no stress(․)
Ex:
․ ․ ․ ․
com mun i ca tion
․
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A Communicative Framework
for Teaching Pronunciation
1) Description and Analysis
--Ts show when and how it occurs
-- use charts (consonant, vowel or organs of
speech)
-- present the rules inductively or deductively
ex: present the rule of –ed endings or provide
multiple examples and let learners figure
out the rules by themselves
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A Communicative Framework
for Teaching Pronunciation
2) Listening Discrimination
-- contextualized minimal pair
discrimination exercise (Gilbert,1993,p.20)
ex: T or S say “a’’ or “b”, the listener
responds with the appropriate answer
a. He wants to buy my boat.
b. He wants to buy my vote.
→ responds: Will you sell it? Or
That’s against the law!
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A Communicative Framework
for Teaching Pronunciation
2) Listening Discrimination
-- Ss listen rising or falling intonation
and choose which they hear
Ex:
Sam finished it
you can’t
Rising
Falling
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A Communicative Framework
for Teaching Pronunciation
2) Listening Discrimination
-- using a transcript with a short
listening passage
-- learners mark the pauses and/or
circle the prominent elements they hear
-- T focus on one or two features at a time
-- T focus learners’ attention directly
73
A Communicative Framework
for Teaching Pronunciation
3) Controlled Practice
-- learner’s attention focused on form
-- poems, rhymes, dialogues, dramatic
monologues are used
-- contextualized minimal pair activities can
be combined
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A Communicative Framework
for Teaching Pronunciation
4) Guided Practice
-- learner’s attention focus on meaning,
grammar, communicative intent
-- T shift to a new cognitive task by developing
a continuum of bridging activities
→ to maintain control of the pronunciation
target
ex: a memory activity while practicing
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A Communicative Framework
for Teaching Pronunciation
5) Communicative Practice
-- a balance between form and meaning
-- examples include: role plays, debates,
interviews, simulations and drama scenes
-- learners’ attention should focus on one or two
features at a time
-- set an objective, and let Ss know in advance
76
Some Teaching
Techniques
1) Contextualized Minimal Pair Practice
-- Bowen (1975) the first one
-- not isolate the word, stress in meaningful
context
Ex: individual sound contrast
This pen leaks. Then, don’t write with it.
This pan leaks. Then, don’t cook with it.
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Some Teaching
Techniques
1) Contextualized Minimal Pair Practice
Ex: word stress (Gilbert, 1993)
Is it elementary?
No, it’s advanced.
Is it a lemon tree? No, an orange tree.
Ex: prominence (Gilbert, 1993)
I didn’t know she was out there.
I thought she was inside.
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Some Teaching
Techniques
2) Cartoons and Drawings
-- to cue production of sentences or story for
showing
-- use humorous cartoon stories to illustrate
short plays
-- let learners read and analyze
What’s going on here? What’s funny?
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Some Teaching
Techniques
3) Gadgets and Props
-- to help learners understand stressed and unstressed
syllables
-- use a thick rubber band (Gilbert, 1994)
→ stretch widely for stressed syllables relax for
unstressed syllables
-- use kazoos to highlight intonation patterns
→ catch Ss’ attention on the melody of speech
-- use cuisenaire rods (often used in the Silent Way)
→ longer rod for stressed; shorter one for unstressed
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Some Teaching
Techniques
4) Rhymes, Poetry, and Jokes
-- let learners hear and feel the rhythm
→ Graham’s Jazz Chant series
-- let learners learn pronunciation and spelling
at the same time
→ Vaughan-Rees (1991) devised poems to illustrate and
reinforce spelling rules
-- to illustrate and practice linking and reduced
→ Noll (1997) uses knock-knock jokes
81
5) Drama
Some Teaching
Techniques
-- effective tool to practice various components
of communicative competence
-- Stern (1980):
→ use eight-ten mins. drama scenes, two roles
→ drama reading, read with feeling
→ T helps Ss model the line, repeat and draw attention
→ videotape Ss’ performing, interviewed by the audience
and then perform one more time
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Some Teaching
Techniques
6) Kinesthetic Activities
-- use basic hand gesture
→ syllables: number of fingers, tap out the number
→ stress: open hand (stressed) and closed hand
(unstressed)
→ linking: thumb and forefingers between both hands
→intonation: sweeping hand motion for rising and
falling
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Some Teaching
Techniques
6) Kinesthetic Activities
-- learners stand up and take a step at the
same time with each stressed syllable
(Grant, 2000)
→ repeat at least three times
→ internalize the rhythm
-- mirroring (Acton, 1984)
→ imitate the body movements, gestures, facial
expressions via video or face-to-face
→ help fossilized learners
84
An Integrated Whole-body
Approach to Teaching
Pronunciation
combined spoken fluency and use of drama
to make clear and successful interaction
-- use short videotaped interactions for beginning
-- may also cut the scene from film or TV (with
copyright permission)
or the actual situation the learners will face
85
An Integrated Whole-body
Approach to Teaching
Pronunciation
instruction: videotaped interactions
1) analyze the video (repeat listening) and mark pauses,
prominence, intonation
2) Intensive speaking practice
3) T provide errors on choral and individual repetition
4) Ss work in pairs to rehearse the interaction
5) T videotape the performing
6) Ss review and fill in self analysis sheet
7) Ss perform similar interaction to see if they can
transfer what they have learned
86
Media and Technology
1) Audio
-- the basic way to record learners’ sound or
speech for reviewing
-- without the feedback, tutoring can’t be
effective
-- with the oral journals, Ss can locate error
patterns, review the instructor’s feedback,
direct their own learning and note progress
over time.
87
Media and Technology
2) Video
-- more and more commercial videotapes programs
focus on pronunciation
-- recording can provide motivation peer target
models for learners
-- copyright law for taping from the film and TV
shows
→ clips from a film; off-air recordings
-- video camera is good for recording S’s
performances
88
Media and Technology
3) Computer Software
-- vary in scope, price, type of hardware needed,
platform and ease of use
-- the visual feedback is hard for Ss to interpret
or is inconclusive
-- to be effective, learners must be trained to
use
-- like a traditional language lab
-- http://osu.orst.edu/dept/eli/june1998.html
the website for teaching pronunciation
89
Media and Technology
4) Internet
-- provides a continually expanding number of websites
for pronunciation instruction
-- using voice-encoding technology, the instructor can
e-mail sound files back and forth with Ss
→ decrease the need for exchanging tapes
-- the main problem is access
→ the more interactive the site, the more powerful
hardware and plug-ins need (a sound card, headphones, speakers and a microphone)
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Assessment
1) Diagnostic Evaluation
-- the most common form is to use a diagnostic
passage and a free speech sample
 Learners read the passages of features and sounds
 Learners are prompted by a topic, a series of
questions or an illustration
 Learners should have time to response without
writing or reading it out
 Teacher evaluate by an oral interview recording
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Assessment
2) Ongoing Feedback
-- gives learners a sense of progress and
point out where to improve
-- learners gain confidence with progress
--three ways to provide ongoing feedback
1. Self-Monitoring
-- to point out the errors silently helps the
learners self-correct
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Assessment
2) Ongoing Feedback
1. Self-Monitoring
-- three ways to cue correction
 Gestures
 Pronunciation correction signs
→signs can be placed around the room
ex: -ed -s linking stress intonation
 Charts
→ hang the large version chart in the room
ex: a vowel chart
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Assessment
2) Ongoing Feedback
1. Self-Monitoring
-- to record learner’s speech with audio or video
format
-- learners monitor their performance with a selfanalysis sheet
-- transcribe the speech by themselves first
-- listen and work with the script, mark the errors
 it is particularly effective
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Assessment
2) Ongoing Feedback
2. Peer Feedback
-- in traditional minimal pair activity
→ four members better than two
→ the first speaker reads and others listen
-- in a role play
→ two members in a group
→record on tape, transcribe together, fill in
the analysis form
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Assessment
2) Ongoing Feedback
3. Teacher Feedback
-- during the class:
hand gesture and pronunciation
correction signs
-- out of the class:
audiocassettes or an email sound files
exchange
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Assessment
2) Ongoing Feedback
3. Teacher Feedback
-- the guidelines to correct errors:
 cause a breakdown in communication
 occur as a pattern
 relate to the pronunciation points we are
teaching
-- the errors that learners make let Ts know
what to teach
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Assessment
3) Classroom Achievement Tests
-- evaluate learners’ progress
→ more focus on diagnostic assessment
-- similar with classroom teaching tasks
→ to reduce the effect of an unfamiliar format
on learner performance
-- Oral performance should be recorded
→ easy to evaluate & learners can review and
revise
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Conclusion
 The goals of teaching pronunciation
 to understand and be understood
 build their confidence in entering
communicative situations
 to monitor their speech based on input
from the environment
So, now, we know how to respond their
pronunciation needs in a systematic and
principled way!
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Speaking
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Elements of speaking
Language features
• Connected speech: Sounds are modified, omitted,
added, or weakened.
• Expressive devices: Including stress, speed, volume,
physical, non-verbal expression and so on, they
convey meanings.
• Lexis and grammar: Teachers should supply various
phrases to make students can produce in different
situation.
• Negotiation language: Effective speaking benefits
from clarification and negotiatory language.
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Mental/social processing
• Language processing: effective speakers need to
able to process language in their own heads and
put it into coherent order.
• Interacting with others: speaking involves a good
deal of listening, an understanding of how others
are feeling, and a knowledge of how linguistically
to take turns.
• (On-the-spot) information processing: we need
to process the information they tell us the
moment we get it.
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Classroom speaking
activities
Acting from a script
• Teachers can ask students to act out scenes from
plays or textbooks and write by themselves.
• Not to choose the shyest student first and create an
atmosphere in the class.
• Give students time to rehearse.
• Monitor students’ attention to appropriate stress,
intonation, and speed.
• Ensure that acting out is both a learning and a
language producing activity.
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Communication games
• Communication games depend on an
information gap.
• Example1: “Twenty Questions”-The team has
to use only “yes/No” questions to guess the
answer.
• Example2: “Call My Bluff” – involves 2 teams.
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Discussion
Type
1. Buzz group: students discuss quickly in small
groups before they are asked to speak in
public.
2. Instant comment: introduce a topic in class
and nominate students to say their opinions.
3. Debate: choose a controversial topic and let
students begin to argue, such as “ balloon
debate”.
4. Decision making: force students to reach a
decision.
*
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Prepared talks
• A student makes a presentation on a
topic of their own choice.
• Such talks are not spontaneous
conversation;
• prepared and “writing-like”
• Students should speak from notes than
a
script.
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Questionnaires
• A design that questioner and respondent
have something to say to each other.
• may encourage the use of repetitive
language patterns
• Ss can design by themselves, and T help
them in process.
• The results can form the basis for written
work, discussions, or prepared talks
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Simulation and role-play
• Students “simulate” a real-life encounter.
• characteristics:
1. Reality of function: not as students, but as real
participants in the situation.
2. A simulated environment: the classroom is an
airport check-in area, for example.
3. Structure: students must be given the necessary
information to carry out the simulation effectively.
• Advantages:
*fun and motivating.
* allow hesitant students be more forthright
*allow students use a much wider range of language
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The Roles of the Teacher
• Prompter : help, support, force some
frustrated learners to stop their sense of
frustration
• Participant : to be good animators when asking
Ss to produce; ensure continuing student
engagement; not participate too much
• Feedback Provider :give feedback based on
the particular situation
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Speaking lesson sequences
Example 1: Experts
• choose some students to be experts
• others ask experts what they want to know
• each expert only says one word at a time
Question: How do fish breath?
Expert1:The
Expert2: answer
Expert3: to
Expert4: this
Expert1: question
Expert2: is
Expert3: an
Expert4: answer
Expert1: that …
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Example 2: Films
• questionnaires about films
Name of film Tick if
seen
Good(☆☆),
satisfactory(☆),
Bad (x) or very bad
(xx)
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Example 3: Whose line is it anyway?
• Two students represent some identity.
• Rest of the class suggest their occupations by
asking “who”, “where”, and “what” questions.
• Teacher can give cards that describe how the
two students speak, such as polite or angrily,
and the class guess what word that participant
was given.
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Example 4: Rooms in a house
* a family who is going to move into a house
* decide which bedroom would be suitable
for each member of the family
* belong to discussion activity
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Example 5: Travel agent
* students in pair pretend a customer and a
travel agent
* students are given time to study their
information
* compare and discuss their performance by
recording
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Thanks for
your
attention!
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