Instructional Strategies for Teaching Speaking
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Transcript of Instructional Strategies for Teaching Speaking
Instructional Strategies for
Teaching Speaking
ZolotonoshaFebruary 24, 2012
Presented by Carol Haddaway, Sr. English Language Fellow, UkraineU.S. Department of State
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“Speaking in a second or foreign language has often been viewed as the most
demanding of the four skills.”
(Bailey and Savage in Celce-Murcia, p. 103)
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Because we must do it instantaneously and
interactively with another person or people. Fluent speech contains reduced forms (what
do you want?) slang (cool), idioms (hit the road running),
phrasal verbs (figure out) stress, rhythm, and intonation; During the interaction with another speaker
one must monitor and understand the other person, think of one’s contribution, produce it, monitoring its effect…
(Lazarton, p.103)3
WHY?
Create a relaxed atmosphere Use interesting topics and stimulating
activities Expose Ls to naturally pronounced speech
and integrate pronunciation into your lesson Get Ls used to combining listening and
speaking in real time, in natural interaction. Establish English as the main classroom
language
(Davies , 2000, p. 82)4
Implications for Teaching
“Talking classrooms”
Create a classroom culture of speakingthrough the general use of English in the classroom.
(Scott Thornbury in Harmer, p. 123)
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Information Gap
Learners: motivate, involve, focusLearners: motivate, involve, focus
create expectations, introduce topiccreate expectations, introduce topic
Oral Skills Class
Who are my learners?
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Build on their experience Share their expertise Use realia to keep learning as
concrete as possible S1: Have you ever been to Lviv? S2: No I haven’t . Have you? S1: Yes. It’s wonderful S2: How long did you stayed? S1: One week S2: The buildings are beautiful, yes? S1: Yes, and the streets….the chocolates.. S2: Ah, have you ever been to Kyiv?
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Low Level Learners
BICS (Basic interpersonal Communication Skills)
Social language – interpersonal interactions
Repetitive – functional language (greetings, making requests, giving directions, sharing information).
Evidence of mastery: good TL pronunciation, ease of TL social interactions, use of TL expressions
Used primarily, though not exclusively in oral language – listening and speaking
Takes 2-3 years to master(Jim Cummings, 1970)
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Non-academic learners
CALP (Cognitive Academic Language
Proficiency)
Language encountered in academic situations Used primarily thought not exclusively in reading and
writing Not repetitive Takes on average 7-9 years to become truly fluent Participate in learning activities such as
Class participation Discussions & Presentations Interacting with peers and professors Asking and answering questions Interpersonal communication
(Jim Cummings, 1970) 10
Academic Learners
Small Groups
Teacher, Learners, AtmosphereTeacher, Learners, Atmosphere
Error Correction, ActivitiesError Correction, Activities
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Affective Filter
Balance Accuracy and Fluency
Is it more important to be able to speak a language with accuracy (grammatically correct) or
with fluency (communicatively correct, but not always grammatically correct)?
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Practice typically involves focusing only
in the new language structures (e.g. comparisons)
Focus on pronunciation, vocabulary, word formation, sentence formation
Errors are usually dealt with immediately
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Accuracy
L1: Is the Toyota bigger than the Chevy? L2: Yes, it is. Is the Lexus cheap than…. Teacher: Cheap…? L2: Is the Lexus cheaper than the Chevy? L3: No, it isn’t. Is the Lexus faster than the
Toyota? L4: Yes, it is. Is prettier the Toyota? Teacher: Is the……..
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Accuracy example
Likely to take place when
speaking activities focus on meaning and its negotiation, when speaking strategies are used, and when overt correction is minimized.
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Fluency
Information GapInformation Gap
Think Pair ShareThink Pair Share
Telling StoriesTelling Stories
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To exchange information Main attention is sharing information Need to communicate to reach
objective Learners must ‘fill the gap’ to complete
the activity/communication
Information Gap Characteristics
Allow for comprehensible input (i+1)
Input should be at the right level of difficulty to promote acquisition
Learners produce language – this output ‘pushes’ learners to undertake complete grammatical processing (M. Swain)
Help lower students’ affective filterSleep questionnaireOne thing in common
Why information gap activities?
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Cooperative Activity
Think Pair
Share
Think-Pair-Share
How: Teacher presents a question or problem Students are given “think/wait time” and write
answers (1) Students pair with a partner (2) Pair share with another pair (4) Group share their responses and ideas with
another small group or with the entire class.Why: Have time to think, plan, and rehearse, with
feedback Can practice before talking to whole group
Interaction is the key to improving
EFL learners’ speaking ability. How do you promote this interaction in your classroom?
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Question/Problem 1
What types of speaking activities
do you normally use in your classroom? Do they serve different purposes?
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Question/Problem 2
Your students are really shy and
don’t say anything. How do you arouse in your learners a willingness and need or reason to speak?
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Question/Problem 3
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Your students say they can’t talk
because they’ll make lots of mistakes. What do/can you do to help them overcome this fear?
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Question/Problem 4
What are effective ways to give
students feedback on their performance during oral activities?
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Question/Problem 5
Self – Correction
Give learners the opportunity to correct themselves, helping as necessary
Peer – Correction If learner cannot self-correct, invite other
learners to make the correction
Teacher Correction Recast, Error or Mistake, Accuracy or
Fluency focus29
Feedback and Error Correction
Error Treatment
Should errors be treated?What errors should be treated? How should they be treated?
Who and When? “There is a French widow in every
bedroom.” “The different city is another one in the
another two.”
Story telling
Groups of 3
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Learners talk a lot
Student (STT) vs teacher (TTT) – wait time Participation is even
discussion not dominated by a minority of talkative students
Motivation is high learners are eager to speak; interested in topic
Language is of an acceptable level utterances are easily comprehensible acceptable level of accuracy
UR, 1991, p. 120
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A successful speaking activity
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(Rivers, 1987 in Richards & Renandyn, p.208) (Rivers, 1987 in Richards & Renandyn, p.208)
Brown, H.D. (2001). Teaching by Principles. Longman
Davies, P. and Pearse, E. (2000). Success in English Teaching. Oxford University Press.
Farrell, T. (2006). Succeeding with English Language Learners. Corwin Press.
Harmer, J. (2007). How to teach English. Pearson Longman.
Lazaraton, A. (2001). Teaching Oral Skills. In Teaching English as a Second or Foreign Language 3rd Ed., edited by M. Celce-Mircia. Heinle & Heinle.
Richards, J.C. & Renandya, W.A. (2002). Methodology in Language Teaching. Cambridge.
Ur, P. (1996).. A Course in Language Teaching. Cambridge. 34
References
Thank you!
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