articlepresentationesl501developingclassroomspeakingactivities-111104184706-phpapp01.pptx

7/28/2019 articlepresentationesl501developingclassroomspeakingactivities-111104184706-phpapp01.pptx

1/19


2/19

According to Richards,

The mastery of speaking English is a priority

for most second language learners. The question that has long been debated:

What is the best approach to teaching orallanguage skills?

A variety of approaches have beenimplemented by teachers and have been thefocus of textbooks.


3/19

Direct Approaches focus on specific features oforal interaction.

Examples: topic management, questioning strategiesand turn-taking

Indirect approaches create conditions for oral

interactions through group work, task workand other strategies (Richards, 1990).


4/19

Composed of idea units (conjoined short phrases)

Planned (ex: lecture) or unplanned (ex: conversation)

Employs more generic words than written language

Contains slips and errors reflecting on-line processing

Involved reciprocity (ex: interactions are jointlyconstructed)

Shows variation (ex: between formal and casual speech)reflecting speaker roles,

speaking purpose, and the context


5/19

According to Richards (2010), designing

speaking activities and instruction materials forL2 learners it is important to recognize thedifferent functions speaking performs and thedifferent purposes our students need speakingskills.

Brown and Yule (1983) distinguish betweeninteractional (social) functions of speaking and

transactional functions (exchange ofinformation).


6/19

After designing his own materials andcollaborating with teachers in workshops,

Richards uses an expanded three part versionof Brown& Yules framework (after Jones, 1996and Burns, 1998)

Talk as interaction Talk as transaction

Talk as performance


7/19

FEATURES

Primarily social function Reflects role relationships

Reflects speakers identity May be formal or casual Uses conversational

conventions and register Reflects politeness

Employs generic words Is jointly constructed

SKILLS

Open and closeconversations

Choosing topics Turn-taking Recounting recent

experiences Interrupting Reacting to others Making small talk Using adjacency-pairs


8/19

Commonly referred to as conversation

According to Richards, mastering the art of talkas interaction is difficult and may not beimportant to all learners.

Some students may feel awkward and at a lossfor words in interactional situations.

They may avoid such situations.

It puts students at a disadvantage whenconversation is important.


9/19

Most difficult to teach because it is complex

and has unspoken rulesBest Taught

Naturalistic dialogues

Modeling opening andclosing conversation

Recounting personal experience

Practice reacting to what others say. For example: Students are given dialogue and work in pairs

adding reactions that have been omitted. Or students practiceconversation starters and have to respond by asking 2 followup questions.


10/19

FEATURES

It has an informational focus The main focus is the

message & not the

participants Participants make use of

communication strategies tomake themselves understood

Frequent questions,repetitions, and

comprehension checks Language accuracy is not

always important

SKILLS

Explaining an intention orneed

Describing something Asking questions Confirming information Justifying an opinion Making suggestions Clarifying understanding

Making comparisons Agreeing and disagreeing


11/19

The focus on what is said or done The message is the central focus and ensuring

that the speaker is understood clearly.

Burns identifies 2 types:- One focuses on giving/receiving info and on

what is said or achieved.

-The second focuses on gettinggoods or services.


12/19

More easily planned with use of current

materials, role play and real-worldtransactions.

Best Taught

Ranking activities

Brainstorming

Group discussion For example: Students prepare a list of controversial

statements, exchange and discuss them.

Simulation or Role Play For example: Students act out real world transactions in three

stages: preparation, modeling, practice/review


13/19

FEATURES

Focus on both messageand audience

Reflects organization andsequence

Form and accuracy areimportant

More like written

language It is often monologic

SKILLS

Using appropriate format

Info presented in

appropriate sequence Maintain engagement

with audience

Use proper punctuationand grammar

Use appropriatevocabulary

Use appropriate openingand closing


14/19

Refers to talk that transmits information beforean audience like performances, publicannouncements and speeches.

In a school setting this type of talk could bepresenting an oral report, conducting a

class debate or giving a speech.

It is usually evaluated according to its

impact on the listener.


15/19

This requires a different teaching strategy. According to Jones (1996), talkas performance need to be prepared for and scaffold the same way as

written text and strategies used to make text accessible applied to formaluses of spoken language.

Best Taught

Providing examples: Speeches, oralpresentations, stories though video/audio.

Examples are then analyzed to understand how textswork and what their linguistic features are.

Questions to guide the process are: What is the speakers purpose? Who is the audience?

What info does the audience expect? How does the talkbegin/develop/end? What strategies are involved? Whatlanguage is used?

Students then work together on planning their own

text to present.


16/19

When planning speaking activities:

Determine what kinds of speaking skills will the coursefocus on (interaction, transaction, performance.)

Perform an informal needs analysis throughquestionnaires, interviews, communicative tasks etc.

Then identify the teaching strategies for learners toacquire each kind of talk.

Determine the expected level of performance and the

criteria used to assess.


17/19

Teachers need to consider what the completion of

the activity involves according to the type(interaction, transaction or performance)

of talk and classroom activity.

Teachers should ask themselves: How will the activity be modeled?

What language support will be needed?

What resources will be used?

What learning arrangements will be needed?

What level of performance is expected?

How will the feedback be given?


18/19

It is suggested to assign one student be anobserver during a discussion

Talk as Interaction Introduces new topics effectively,

contributes equally by taking turns,interrupting appropriately

Talk as Transaction The speakers need is expressed effectively, a description is clear.

Talk as performance Clarity of presentation (is it organized and comprehensible?)

Use of discourse markers, repetition, stress to emphasize importantpoints.

Audience engaged when appropriate


19/19
http://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdfhttp://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdf

articlepresentationesl501developingclassroomspeakingactivities-111104184706-phpapp01.pptx

Documents