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LG 228

LG 228. TEACHING SPEAKING. SPEAKING.

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LG 228

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  1. LG 228 TEACHING SPEAKING

  2. SPEAKING • Speaking is important for both communication and learning; for communication is the principle means of interaction (with listening), usually we ask someone ‘do you speak English/Dutch..’ meaning do they know the language? There may be some who do not need to speak the language, such as people who need the language only for library type research, but even they may find not being able to speak could be a disadvantage. Speaking is important for learning as it is language output, following the input of the teacher, the intake as what they understand of the input, and the output is the means of practicing new language items

  3. speaking situation • There are different types of speaking situations or routines. Routines may be defined as conventional ways of presenting information, which because they are conventional they are predictable and help ensure clarity. There are two main types of routines,; Information routines and Interaction routines. Information Routines(Transactional) ; are frequently occurring types of information structures or communicative purposes; including stories, descriptions of places and people, presentation of facts, comparison, instructions. Routines such as these just do not concern speech, they may also occur in the written language

  4. classroom activities; • skill getting which is practicing the different aspect or elements needed before one can speak, such as pronunciation, vocabulary, different types of phrases and phatic signals, grammar and syntax that may be needed in speaking, as well as paralinguistic elements of speaking in British English such as distance, gesture, facial expression etc. Such elements may be taught, then memorized for a formulaic or dialogue based presentation which the learners may learn by heart. There can be message focussed activities, which is where the learners have to exchange information for some clear purpose

  5. effective speaking activities • Learners should be talking, not the teacher, so learner talking time is maximized; they need to be activities where learners are motivated to talk and interested to take part; For example an activity such as ‘Dilemmas’ where learners need to discuss some point about a decision concerning a moral/ethical choice of conscience; if you found a copy of an exam paper one of your teachers had lost, would you hand it in, keep it to yourself, give or sell it to all your friends, //anyone who pays..???

  6. Problems • Students are often unwilling or lack confidence to speak in class, especially if they fear they will get something wrong or lose face in front of their peers. How the activities are organised, whether into pairs or groups or whole class, may have an effect here. Shy students or those lacking confidence may feel better in a whole class activity where the focus is not exclusively on their own performance

  7. Topic and Task • the topic must be motivating for the learners so it must be something they would know about, have some language skills for and be interested to discuss or carry out some activity connected to it. It may be as simple as ordering a meal in a restaurant type of role play….if they are going to live in England a typical English menu could be used , along with functional language for restaurants. The task should be to achieve some goal and may be linked with something the students will need to do in real life

  8. Oral fluency activities • Describe picture/picture differences (information gap) • b) Reach consensus (including ranking) • c) Discussion, or drama (acting from a script) • d) Role play • e) Communicative games (including jigsaw, guessing) • f) Problem solving • g) Talking about yourself or prepared talk • h) Using questionnaires

  9. The role of the teacher • motivator, • organiser, • provider of feedback and possibly participant. REFERENCES 1 • Brown, G and Yule, G (1983) Teaching the Spoken Language Cambridge • Brown, H.D.1994, and 2001 Teaching by Principles Prentice Hall • Bygate, M (1987) Speaking, Oxford U.P. • Hughes, R. 2002. Teaching and Researching Speaking (ch.3) Longman • Klippel, F. 1984 Keep talking C.U.P. • Littlewood, W. 1981 Communicative language Teaching C.U.P.

  10. REFERENCES 2 • Lynch, T. 1996 Communication in the Classroom O.U.P • Nunan, D. 1989 Designing tasks for the communicative classroom C.U.P • Nunan, D. 2005 Task-Based Language Teaching C.U.P • Porter-Ladousse, G. (1987) Role Play. Oxford U.P. • Thornbury, S. 2005. How to Teach Speaking Pearson • Ur, P. (1981) Discussions that Work, Cambridge U.P. • Ur, P. (1996) A Course in Language Teaching CUP • Wright, A. et al. 2006 Games for Language Learning C.U.P

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