Teaching Methodology [Speaking]

Brown. H. D. (2000). Teaching by principle: Chapter 16

Brown. H. D. (2000). Principles of language learning and teaching.
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Byrne. D. (1997). Teaching oral English.
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Hughes. R. (2002). Teaching and researching speaking.
Han-Sung Univ. Fall, 2015
Instructor Hyun il-sun
1. ORAL COMMUNICATION SKILLS IN PEDAGOGICAL RESEARCH (TB, Chapter 17, Pp. 267)
1) Conversational discourse
a.‘conversation’ classes have ranged from quasi-communicative drilling to free, open, and agenda-less
discussions
b. We have learned to differentiate b/w ‘transactional and interactional conversation (See ch.16)’.
c. We also have discovered techniques for teaching ss conversation rules for topic nomination, maintaining
a conversation, turn-taking, interruption, and termination.
c. Sociolinguistic appropriateness, styles of speech, nonverbal communication, and conversational routines.
e.g. small talk, closing the conversation
d. Within all these foci, the phonological, lexical, and syntactic properties of language can be attended to
either directly or indirectly.
2) Teaching pronunciation (Excerpt from APPLE BOOK)
a. Janet Goodwin : Suprasegmental features (e.g. stress, intonation)
√Suprasegmental debate
√intelligibility
√thought groups
√prominence
√intonation
√rhythm
√reduced speech
√linking
√consonants
√vowels
√word stress
b. A communicative framework for teaching pronunciation
√Description and analysis
√Guided practice
√Communicative practice
Teaching speaking
√Controlled practice
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√Listening discrimination
Teaching Methodology [Speaking]
Han-Sung Univ. Fall, 2015
Instructor Hyun il-sun
c. Some teaching techniques
√Contextualized minimal pair practice
√Cartoons and drawings
√Gadgets and props
√Rhymes, poetry, and Jokes
√Drama
√Kinesthetic activities
d. Pronunciation instruction needs to be taught as communicative interaction along with other
aspects of spoken discourse. (e.g. pragmatic meaning, nonverbal communication)
3) Accuracy and fluency
a. The distinction b/w accuracy & fluency
b. but, both important goals are clear in CLT.
c. accuracy: clear, articulate, grammatically and phonologically correct
d. fluency : the stream of speech to flow
e. The fluency/accuracy issue often boils down to the extent to which our techniques should be
message oriented (teaching language use) as opposed to language oriented(language usage)
Teaching speaking
5) The interaction effect
a. Conversations are collaborative as participants engage in the process of negotiation of meaning.
b. David Nunan (1999: 236) notes a further complication in interactive discourse: interlocutor effect
or the difficulty of a speaking task as gauged by the skills of one’s interlocutor.
* the interlocutor effect (Martyn, 1997)
-With speaking tasks, there is also the ‘interlocutor effect’.
-Speakers behave differently when performing identical tasks depending on the person they are
talking to.
- In her study(Martyn, 1997), she collected data from speakers as they performed similar tasks with
different interlocutors.
- She found that different language was produced by the speakers according to the degree of comfort
they felt with the learners they were working with.
- Another aspect of the interlocutor effect is the degree of competence of the other person or persons.
- As we have already seen, communication is collaborative achievement in which the speakers
negotiate
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4) Affective factors
(affective domains: empathy, self-esteem, extroversion, inhibition, imitation, anxiety, attitudes,
PLLT pp. 64)
a. The major obstacles learners have to overcome in learning to speak is the anxiety.
b. Language ego( See PLLT, chapter 3,6)
c. Teachers should provide the kind of warm, embracing climate to the learners.
* Language ego
Alexander Guiora et al.(1972b), Ehraman (1993)- personality variables in SLA
- The language ego involves the interactricably bound up with one’s language.
- The language ego may account for the difficulties that adults have in learning a second language.
- It becomes protective & defensive through the puberty.
- It also clings to the security of the native lg. to protect the fragile ego of the young adult.
- The second identity in SLA.
Teaching Methodology [Speaking]
Han-Sung Univ. Fall, 2015
Instructor Hyun il-sun
meaning in order to achieve their goals.
-Therefore, a speaker’s communicative success will be partly determined by the skills of the other
person.
2. TYPES OF SPOKEN LANGUAGE
1) Interpersonal (interactional)
2) Transactional
David Nunan (p. 228)
★ Transactional vs. interactional language
- Transactional talk is produced in order to get something or to get something done.
- Interactional language is produced for social purposes.
e.g. A: Morning
B: Morning
A: Nice day.
B: Uh-huh. Can you give me tow of those?
A: Sure.
B. Thanks.
Martin Bygate (1987) suggests that conversations can be analyzed in terms of ‘routines’.
- Information routines (recurring types of information structures-e.g. telling a story, describing sth.
giving instructions, making a comparison etc.), evaluative (explanation, justification, predicting..etc.)
- Interactional routines (predictable): job interview, social etc.
Teaching speaking
4. MICROSKILLS OF ORAL COMMUNICATION
1) Table 17.1 Microskills of oral communication
a. Produce chunks of lg. of different lengths.
b. Orally produce differences among the English phonemes and allophonic variants.
c. Produce English stress patterns words, in stressed and unstressed positions, rhythmic structure, and
intonational contours.
d. Produce reduced forms of words and phrases.
e. Use an adequate number of lexical units words in order to accomplish pragmatic purposes.
f. Monitor your own oral production and use various strategic devices- pauses, fillers, self-corrections,
backtracking-to enhance the clarity of the message.
g. Use grammatical words classes (nouns, verbs, etc.) , systems (e.g. tense, agreement, pluralization), word
order, patterns, rules, and elliptical forms.
h. Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups, and
sentences
i. Express a particular meaning in different grammatical forms.
j. Use cohesive devices in spoken discourse.
k. Accomplish appropriately communicative functions according to situations participants, and goals.
l. Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features in face-
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3. WHAT MAKES SPEAKING DIFFICULT?
1) Clustering
2) Redundancy
3) Reduced forms; e.g. colloquial contractions
4) Performance variables; e.g. fillers, such as uh, um, well, you know, I mean.. etc.
5) Colloquial language; e.g. idiom
6) Rate of delivery; e.g. acceptable speech
7) Stress, rhythm, and intonation; e.g. stress-timed rhythm of spoken English, intonation patterns
8) Interaction; e.g. negotiation
Teaching Methodology [Speaking]
Han-Sung Univ. Fall, 2015
Instructor Hyun il-sun
to-face conversations.
m. Coney links and connections b/w events and communicate such relations as main idea, supporting idea
new information, given information, generalization, and exemplification.
n. Use facial features, kinesics, body language and other nonverbal cues along with verbal language to
convey meanings.
o. Develop and use a battery of speaking strategies such as emphasizing key words, rephrasing providing a
context for interpreting the meaning of words, appealing for help, and accurately assessing how well
your interlocutor is understanding you.
5. TYPES OF CLASSROOM SPEAKING PERFORMANCE
1) Imitative; e.g. drilling
2) Intensive; e.g. pair-work
3) Responsive; e.g. meaning, authentic
4) Transactional (dialogue)
5) Interpersonal (dialogue)
6) Extensive (monologue)
6. PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES
1) Use techniques that cover the spectrum of learner needs, from language based focus on accuracy to
message-based focus on interaction, meaning, and fluency.
2) Provide intrinsically motivating techniques
3) Encourage the use of authentic language in meaningful contexts.
4) Provide appropriate feedback and correction.
5) Capitalize on the natural link b/w speaking and listening.
6) Give students opportunities to initiate oral communication.
7) Encourage the development of speaking strategies.
Teaching speaking
● Interviews
● Guessing games
● Jigsaw tasks
● Ranking exercises
● Discussions
● Values clarification
● Problem-solving activities
● Role-play
● Simulations
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7. TEACHING CONVERSATION
1) Indirect vs. direct approach
a. Indirect (strategy-consciousness-raising)
b. Direct (gambits)
c. Conversation – Transactional (Ordering from a catalog)
e.g. information gap activity
d. Meaningful oral grammar practice (modal auxillary – would)
F. Other interactive techniques
Teaching Methodology [Speaking]
Han-Sung Univ. Fall, 2015
Instructor Hyun il-sun
8. TEACHING PRONUNCIATION
1) top-down approach: pronunciation-stress, rhythm, intonation
2) comprehensible pronunciation
3) The factors affecting pronunciation and how can you deal with each of them? (Kenworthy, 1987: 4-8)
a. Native language
b. Age
c. Exposure
d. Innate phonetic ability
e. Identity and language ego
f. Motivation and concern for good pronunciation
4) Intonation-listening for pitch changes
5) Stress-Contrasting nouns
6) Meaningful Minimal Pairs
Quote 1.1. An early plea for the teaching of speaking in its own right
(Excerpted from Huge, p. 6)
With regard indeed to the pronunciation of our tongue, the obstacles are great; and in the present state of
things almost insuperable. But all this apparent difficulty arises from our utter neglect of examining and
regulating our speech; as nothing has hitherto been done, either by individuals, or societies, towards a night
method of teaching it. (Sheridan, 1881: v-vi)
9. A MODEL FOR CORRECTION OF SPEECH ERRORS
Teaching speaking
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1) Chapter 8 of PLLT (Vigil and Oller’s (1976) model)
of how affective and cognitive feedback affects the message-sending process.
2) Figure 17.7
3) Fossilization
4) Reinforce (PLLT, chapter 4)
5) Michael Long(1977: 288)
6) Error treatment (James Hendrickson, 1980)
a. local vs. global
b. how to correct errors
c. Kathleen bailey (1985, TB, p. 291)
d. mistake and errors
-mistake: a performance error that is either a random guess or a ‘slip’
-error : reflection of SLA learners’ competence